Cultivating Inclusive Teaching: A Study of Philippine Secondary School Educators' Preparedness

Abstract

This study examined the preparedness of teachers at Cebu City National Science High School for implementing inclusive education, aiming to assess their attitudes, knowledge, and skills in this area. The research sought to identify gaps in teachers' preparedness in implementing inclusive education and to explore how demographic factors influenced this preparedness. Key research questions addressed the overall level of teacher preparedness and any significant relationships between demographic variables and teachers' preparedness. Hypotheses were formulated to test these relationships. A descriptive-correlational quantitative research design was employed, involving a sample of 30 secondary public-school teachers from Cebu City National Science High School. Data were gathered using a structured questionnaire that assessed teachers' profiles, attitudes, knowledge, skills, and practices related to inclusive education. Statistical methods, including frequency counts, percentage distributions, weighted means, and Pearson’s r, were used to analyze the data. The findings revealed that while teachers generally displayed a positive attitude towards inclusive education, there were gaps in their knowledge, skills and practices. Significant relationships were found between teachers' preparedness and demographic factors such as age, years of service, and previous training. These relationships indicated varying levels of preparedness across different demographic groups. The results underscored the need for targeted professional development interventions to enhance teachers' preparedness for inclusive education. The study recommended implementing the Action Plan for Improving Competencies in Inclusive Education among Philippine Secondary Public-School Teachers, the output of this study, to provide structured, ongoing support and enhance teacher effectiveness in inclusive education.