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100			_aNuñez, Aida A.
245			_aTEACHERS' WELL-BEING AND ATTITUDE TOWARDS THE INCLUSION OF SPECIAL NEEDS EDUCATION (SNED) LEARNERS _cAida A. Nuñez
260			_c2023.
300			_a111 pages: _bcolored illustration:
520			_aTeachers' well-being and attitude on integrating students with special needs education (SNED) are essential for the smooth operations of equitable, high-quality education. This study sought to investigate the degree of well-being and disposition of teachers toward integrating SNED students into regular classes, to ascertain whether the qualities of the teachers and their well-being significantly correlate and to identify which of the teachers' well-being singly or in combination anticipate the attitude of the teachers(s) concerning SNED students being included in regular classrooms. In this study, a descriptive-correlational and causal research design were employed. A researcher-made questionnaire that underwent validity and reliability testing was utilized to gather the data needed from the one hundred twelve (110) respondents from Bulua National High School, Cagayan de Oro National High School, and Lapasan National High School, the three (3) major secondary institutions in the Cagayan de Oro City Division.
650			_2TEACHERS' WELL-BEING AND ATTITUDE TOWARDS THE INCLUSION OF SPECIAL NEEDS EDUCATION (SNED) LEARNERS _aTEACHERS' WELL-BEING AND ATTITUDE TOWARDS THE INCLUSION OF SPECIAL NEEDS EDUCATION (SNED) LEARNERS-PHILIPPINES
942			_2ddc _cTHESES _iTHESES _n0
999			_c61 _d61