Inclusive Education in Philippine Secondary Schools: Teachers' Readiness and Competencies Study

Abstract

This study investigated the relationship between the demographic profile of secondary school teachers and their readiness to implement inclusive education, focusing on knowledge, skills, attitudes, and practices. The objectives were to assess how variables such as age, gender, educational attainment, field of specialization, length of service, and professional development opportunities correlated with teachers' readiness for inclusive education. The research questions centered on identifying significant relationships between these demographic factors and various dimensions of readiness. A descriptive-correlational research design was employed, involving a sample of 30 randomly selected teacher-respondents from a public secondary school in the Philippines. Data were collected using a survey questionnaire that measured teachers' knowledge, skills, attitudes, and practices related to inclusive education. The study found that educational attainment and relevant training had significant positive correlations with teachers' knowledge and skills in inclusive education. Conversely, age, gender, and length of service showed weak or no significant correlations. These findings implied that enhancing teachers' qualifications and providing professional development are crucial for improving inclusive education practices. The study's findings strongly recommended prioritizing advanced training programs, aligning evaluations with inclusive education competencies, and conducting further research on intrinsic motivational factors.