Effectiveness of Teachers in Handling Learners with Educational Needs: Forecasted by Leadership Styles and Technology Utilization as Predictors

Low teaching effectiveness among teachers handling learners with educational needs is a global concern. The strength to forecast teaching effectiveness using leadership styles and technology utilization as predictors was verified. Predictive research design, total enumeration, survey and multiple linear regression were the methods applied. The data from 150 elementary school teachers informed that the model was significant, explaining approximately 30.8% of the variance in teaching effectiveness (R² = .308) and significant, partly supporting the Theory of Planned Behavior. Future studies may examine variables not included in this research to account for the remaining variance in the strength of the model for teaching effectiveness, while exploratory studies may be pursued to generate themes and subthemes that could serve as potential variables and indicators. Likewise, educational leaders may implement programs that strengthen leadership styles and technology utilization to augment the effectiveness of teaching skills.

Teachers handling learners with educational needs, forecasted by leadership styles

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