Thongam Binita Devi
Manipur University, Canchipur,
Shubhaarati Oinam,
NG College, Uripok, Imphal
Naorem Ingochouba Singh
Dhanamanjuri University, Manipur
Akoijam Pete Meitei
Manipur University, Canchipur
Asha Elizabeth Chhetri
TIITET, Bishnupur
Pages: 247-257
This study investigates the competency of special education teachers across government
and private special institutions in Manipur, focusing on differences based on institutional
affiliation, gender, and academic stream. Using a descriptive survey method, data were
collected using a self-developed tool—the Special Teachers’ Competence Scale (STCS),
from a census sample of 250 special teachers across 23 institutions, measuring nine
core competency areas on a 5-point Likert scale. Findings revealed significant differences
in competency between institutional types, with teachers from private institutions (M =
351.71) scoring considerably higher than those in government schools (M = 324.94).
Gender-based analysis showed that female teachers (M = 345.29) marginally
outperformed their male counterparts (M = 337.05), with statistically significant
differences found in specific domains such as Collaboration Skills (p = .049),
Assessment Skills (p = .003), and Practical and Theoretical Knowledge (p = .012).
However, academic background (Arts vs. Science) did not yield significant overall or
domain-specific differences (p = .708). This study holds future significance for
policymaking, advocating tailored professional development based on institutional and
gender contexts. It underscores the need for ongoing competency assessments and
inclusive training strategies to enhance educational outcomes for children with special
needs in Manipu