Understanding Teacher Support in Inclusive Learning Environments

Abstract

This study examined the relationship between the level of support teachers receive and learners' academic performance in English, Mathematics, and Science. The profile of 30 teachers was analyzed, revealing a predominantly female workforce, with most teachers having mid-level experience and advanced education, including Master's Degree holder. Teachers participated in in-service training and inclusive education seminars, though fewer attended subject-specific training. The study found that while teacher support systems encompassing accessibility of guidance, school leadership, and administrative encouragement are generally positive, they do not directly influence learners' academic performance. Statistical analyses showed no significant relationship between teacher support and student outcomes across all subjects, with weak correlations observed for various constructs. The findings suggest that student achievement is influenced more by targeted teaching strategies, student engagement, and subject-specific interventions rather than generalized teacher support. The study highlights the need for enhancing professional development programs, improving instructional quality, and implementing personalized interventions for struggling students. Recommendations include aligning teacher support systems with measurable academic goals, providing subject-focused training, fostering collaboration among educators, and introducing innovative, learner-centered approaches to boost engagement. The results underscore the importance of combining teacher support with strategic actions tailored to improve academic outcomes. This study contributes to the understanding of how teacher support can be optimized to foster better student performance while addressing gaps in professional development and instructional practices.