Abstract
The study was conducted primarily to determine if receiving teachers’ teaching efficacy rating were related to their teaching performance and how they perceived their performance in handling students with special needs. This study made use of a descriptive correlational explanatory research design where mixed model was employed combining qualitative and quantitative data. The study was participated by twenty-eight (28) receiving secondary teachers. Results showed that all receiving teachers perceived themselves to have high teaching efficacy. Moreover, the receiving teachers’ performance showed to be satisfactory in all teaching performance behavior. However, no relationship existed between receiving teachers’ teaching efficacy and their teaching performance. Receiving teachers were willing to accept and embrace inclusive education. It is recommended that receiving teachers sustain or improve their teaching efficacy and for them to attend trainings and seminars on inclusive education to better equip them in their role in special education. It is also recommended to replicate the study to a larger sample to authenticate the research findings.
