Abstract: The present study investigates the level of professional competence of teachers and its influence on classroom practices in inclusive education for children with special needs in Malda District, West Bengal. The present study adopts a quantitative research approach, aiming to objectively measure teachers’ professional competence and classroom practices using statistical techniques. To systematically collect data from secondary school teachers, a descriptive survey method was employed. The population of the study comprised all secondary school teachers in Malda District, West Bengal, involved in inclusive education for children with special needs. A total of 80 teachers were selected as the sample to ensure adequate representation and manageable data collection. Simple random sampling was employed to provide each teacher an equal chance of selection, minimizing bias and enhancing the representativeness of the sample. For the present study, a structured Likert scale questionnaire, named the “Teachers’ Competence and Classroom Practices Scale (TCCPS),” was used as the primary tool to assess teachers’ professional competence and classroom practices in inclusive education of children with special needs. Statistical techniques such as mean, standard deviation, t-test, and Pearson correlation were applied. The findings reveal that teachers possess a moderate to high level of professional competence; however, classroom practices remain moderately effective. A significant positive correlation (r = 0.68) was found between competence and classroom practices, indicating that higher competence leads to better implementation.

Keywords: Professional Competence, Classroom Practices, Inclusive Education, Special Needs.

Downloads: | DOI: 10.17148/IARJSET.2026.13267