Teachers’ Level of Preparedness and Acceptance Towards the Inclusion of Learners with Special Educational Needs

Abstract

This study explored the preparedness and acceptance of receiving teachers toward the inclusion of learners with special educational needs (LSENs) at Sogod Central School in Southern Leyte. Using a quantitative descriptive-correlational design, the research aimed to determine the relationship between teachers’ preparedness focusing on pedagogical knowledge, professional development, classroom environment, and instructional strategies and their level of acceptance of inclusive education. Data were collected through a structured survey questionnaire adapted from Kern (2006), and responses were gathered from ten teachers who had been consistently catering to LSENs for more than two years. Results showed that teachers were moderately prepared overall, with the highest preparedness in instructional strategies, followed by professional development, classroom environment, and pedagogical knowledge. Teachers also demonstrated a moderately acceptable level of inclusion acceptance. Strong positive relationships were found between preparedness and acceptance, particularly in instructional strategies and pedagogical knowledge, both of which were statistically significant. These findings indicate that when teachers are well-equipped with effective teaching strategies and a solid educational foundation, their willingness to embrace inclusive practices increases. The study emphasizes the importance of ongoing teacher training and support systems that foster inclusive mindsets. Strengthening instructional competence and pedagogical foundations can significantly influence positive attitudes and readiness toward inclusive education. Schools and policymakers should prioritize continuous professional development to promote successful inclusive learning environments.