Philippine E-Journals

Teachers’ Perceptions and Instructional Practices toward Inclusive Education: Basis for a Strategic Training Program

Miraflor B. Agunod

Discipline: Education

 

Abstract:

Inclusive education has become a key priority in educational reform, promoting equitable access, participation, and learning opportunities for students with diverse educational needs. In the Philippines, national policies such as Republic Act No. 11650 mandate the provision of ap- propriate educational programs and support services for learners with disabilities within inclusive learning environments. This study assessed the perceptions and instructional practices of Special Education and General Education teachers regarding inclusive education in selected secondary schools in the Division of Naga City, Cebu, and examined the relationship between teachers' attitudes and their competence in im- plementing inclusive practices. A quantitative descriptive-correla- tional research design was employed involving 20 teachers, comprising 10 Special Education and 10 General Education teachers. Data were gathered using adapted versions of the Multidimensional Attitudes to- ward Inclusive Education Scale (MATIES) and the Teacher Efficacy for Inclusive Practices (TEIP) Scale. Descriptive statistics and Pearson cor- relation analysis were used to analyze the data. Findings revealed that both Special Education and General Education teachers demonstrated moderately positive attitudes toward inclusive education (Special Edu- cation mean = 3.13$; General Education mean = 3.11$). Teachers also reported moderately high competence in inclusive teaching practices, including knowledge of inclusive strategies (Special Education mean = 3.46$; General Education mean = 3.38$), instructional skills for diverse learners (Special Education mean = 3.03$; General Education mean = 3.10$), and classroom management and assessment strategies (Special Education mean = 3.00$; General Education mean = 3.10$). Significant positive relationships were found between teachers' attitudes and their knowledge of inclusive practices ($r = 0.86$), instructional skills ($r = 0.88$), and classroom management strategies ($r = 0.95$). The findings suggest that while inclusive education practices are increasingly evi- dent in secondary schools through differentiated instruction, collabo- rative teaching, and supportive classroom environments, challenges re- main in specialized training, assessment adaptation, and disability-spe- cific instructional competencies. Based on these results, a strategic training program was developed to strengthen teachers' preparedness, *Corresponding author: E-mail: imrajel1435@gmail.com MB Agunod , 2026 / Teachers' Perceptions and Instructional Practices toward Inclusive Education IJMABER 2824 Volume 7 | Number 7 | July | 2026 enhance inclusive instructional competencies, and promote collabora- tive support mechanisms. The expected outcome of the program is the development of a more competent, confident, and inclusive teaching workforce capable of effectively supporting learners with diverse edu- cational needs in mainstream secondary classrooms.