The Observed Influence of Talent Showcases on the Confidence and Self-Esteem of Special Needs Education Learners at Antipolo City SPED Center

Abstract

This descriptive mixed-methods study was conducted at Antipolo City SPED Center, Division of Antipolo City, to examine the observed influence of quarterly talent showcases on the confidence and self-esteem of Special Needs Education (SNEd) learners. Data were gathered after four successive showcases over one school year. Twenty-seven teachers systematically observed and rated 27 learners across three domains: confidence and self-esteem, skills development, and academic and social participation. Quantitative results yielded an overall weighted mean of 4.45 (Excellent) for confidence and self-esteem and 4.69 (Excellent) for skills development, with the strongest gains noted in artistic expression, nonverbal communication, and stage performance. Areas requiring continued support included dance, vocal performance, and verbal interaction. Qualitative insights from focus group discussions and interviews revealed observable improvements in fine motor control, attention span, motivation, peer interaction, and sense of belonging. While findings reflect perceptions within this single site and cannot establish definitive causal relationships, the study concludes that talent showcases serve as valuable strengths-based platforms that appear to nurture confidence, celebrate ability, and support holistic development. Based on these observed outcomes, recommendations include sustained implementation of quarterly showcases, targeted skill support in movement and verbal expression, and ongoing program monitoring to better understand long-term influence.