Teachers’ Readiness and Attitudes Towards the Implementation of Inclusive Education in the Public Schools

Abstract

Inclusive education is not only a question of access but also of whether teachers feel equipped to make inclusion work in everyday classrooms. This study examined the readiness and attitudes toward inclusive education of 69 public elementary school teachers in Bauang North District, La Union, Philippines. Using a quantitative descriptive-correlational and predictive design, the study assessed readiness in terms of knowledge, pedagogical competence, classroom management, collaboration and support, and instructional resource availability, alongside cognitive, affective, and behavioral attitudes. Teachers reported high overall readiness (M = 3.41) and positive attitudes (M = 3.59). Collaboration and support received the highest readiness rating (M = 3.85), while instructional resource availability received the lowest (M = 2.94). Cognitive attitudes were most favorable (M = 3.78), whereas behavioral intentions were least favorable (M = 3.46). Readiness was moderately and positively associated with attitudes toward inclusive education (r = .55, p < .01). Regression analysis further showed that pedagogical competence (β = .29, p < .001) and knowledge of inclusive education (β = .21, p = .003) were significant predictors of attitudes, jointly explaining 31% of the variance. The findings suggest that support for inclusion depends not only on teachers' acceptance of its principles but also on their confidence in putting them into practice. Strengthening teachers' pedagogical competence and knowledge through pre-service and in-service professional development may therefore be critical to sustaining positive attitudes and advancing inclusive education in Philippine public schools.