Keywords
Special Teachers
Competencies
Pedagogical Practices
Competance-Practice Disparity
Manipur
How to Cite
Abstract
This study examined the relationship between special teachers’ professional competencies and pedagogical practices within inclusive education settings in Manipur. Using a descriptive census survey, data were collected from all 250 special teachers across 23 special institutions. Two demographic variables—gender and educational qualification—were analysed alongside overall competence and practice levels. Descriptive statistics showed mean scores of 344.52 (SD = 24.15) for competence and 44.13 (SD = 6.73) for practice. Mann-Whitney U tests indicated no significant gender- or qualification-based differences (p > 0.140 and p > 0.353), supporting null hypotheses H₀₁ and H₀₂. However, the third null hypothesis (H₀₃) was rejected (Z = –13.708, p < 0.000), revealing a significant competence–practice gap. Although teachers possess high professional competence, these skills are not effectively applied in the classroom. The study highlights the need for systemic reform, improved infrastructure, and targeted professional development to strengthen the practical implementation of inclusive education strategies.
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