Examining Teachers’ Personal Qualities and Attitudes Regarding Inclusive Education

Abstract

In the implementation of inclusive education, teachers face various challenges in accommodating learners with special needs. This descriptive correlational research study investigated the correlation between two specific variables: teachers' personal attributes and attitudes of 55 general education teachers towards inclusive education at Pajo National High School in Lapu-Lapu City Division. The instrument consisted of five parts: teaching background of the respondents, a brief resilience scale, a self-esteem scale, an optimism assessment, and teachers' level of attitude towards inclusion. The findings revealed that most of the respondents were female in their late twenties to mid-thirties; with a high level of educational attainment, most had earned master's level units; respondents represented a diverse range of specializations, with Mathematics, English, and TLE/THE being the most common; majority of the respondents had six to ten years of teaching experience; and the respondents reported high levels of resiliency, self-esteem, and optimism, as well as a high level of positive attitudes towards inclusive education. However, the study found negligible and non-significant relationships between the respondents' personal attributes (resiliency, self-esteem, and optimism) and their attitudes towards inclusive education (r=0.152, p=0.269 for resiliency; r=-0.004, p=0.977 for self-esteem; r=0.126, p=0.360 for optimism). The study concluded that other factors beyond these personal attributes may be more influential in shaping teachers' attitudes towards inclusive education. Therefore, a comprehensive intervention plan that addresses these factors is necessary to empower general education teachers and promote the successful inclusion of all students in regular classrooms. Keywords: special education, teachers’ attitudes, inclusive education, descriptive-correlational, Lapu-Lapu City, Cebu, Philippines