Readiness of Philippine Secondary Public-School Teachers Towards the Implementation of Inclusive Education

Abstract

This study investigated the readiness of secondary public-school teachers in the Philippines to implement inclusive education, focusing on their competencies in knowledge, skills, attitudes, and practices. Literature reviews mined from this study emphasized the growing importance of inclusive education and the need for educators to be adequately prepared to address diverse student needs. Hence, the study explored the impact of demographic variables such as age, gender, educational attainment, field of specialization, length of service, and relevant training on teachers’ readiness for inclusive education. The research hypothesized that these demographic factors significantly relate to the competencies required for inclusive education. The study employed a descriptive-correlational research design and surveyed 30 teachers from Lahug National High School (Night) in Cebu City, using a structured questionnaire adapted from Moosa et al. (2020). The results revealed that while demographic variables have minimal impact on teachers' knowledge and skills competencies, length of service and relevant training positively influence teachers’ attitudes and practical application of inclusive practices. Thus, the findings highlighted the necessity of professional development programs and targeted training to enhance teacher readiness for inclusive education. The study's findings strongly recommended prioritizing advanced training programs, aligning evaluations with inclusive education competencies, conducting further research on intrinsic motivational factors, and adopting the Action Plan for Improving Readiness in Inclusive Education among Philippine Secondary Public-School Teachers to enhance teacher readiness and effectiveness.