Effective Teacher Development Model for Classroom Management in Special Education Centres

Abstract

This research aims to develop an effective model for enhancing teacher development in classroom management within special education centres. The study begins by reviewing existing concepts, principles, theories, and previous research to inform the creation of a comprehensive model. A panel of nine experts evaluated the model’s accuracy and appropriateness to ensure its alignment with current educational standards and best practices in special education. Subsequently, the model was implemented among 30 special education teachers, who were purposively selected. To evaluate the model’s effectiveness, a pre-test & post-test design was applied to assess the teachers’ knowledge before and after participation in the programme. In addition, satisfaction surveys were conducted to gather the teachers’ perceptions regarding the model’s usefulness. The findings revealed that the developed teacher development model, titled the “OA-POTS Model”, when OA-POTS stands for 1) Organization of the Psychological Environment 2)Arrangement of the Physical Environment 3)Participation in Classroom Management 4)Organizing the Social Environment 5) Teacher Leadership and 6) Student-Focused Learning Management,consists of six components: (1) Principles, (2) Objectives, (3) Content, (4) Processes, (5) Measurement and Evaluation, and (6) Implementation Guidelines. The model received high ratings in both accuracy and appropriateness, reflecting its strong alignment with the needs and context of special education classrooms. Following implementation, significant improvements were observed in teacher development, particularly regarding classroom management skills. Additionally, the teachers reported a high level of satisfaction with the model. These findings underscore the effectiveness of the “OA-POTS Model” as a valuable tool for enhancing the practices and professional growth of special education teachers.