Examining the support mechanisms and teacher views on inclusive education implementation

Abstract

This study determined the support systems available to teachers and their perceptions of the effectiveness of these systems in implementing inclusive education in mainstream classrooms at Bato Elementary School for the school year 2025–2026, and as a basis for the Action Plan. It utilized a descriptive-correlational research design, which involved 50 teachers selected through purposive sampling. Data were gathered using a validated survey questionnaire and analyzed through descriptive statistics—frequency, percentage, weighted mean, and standard deviation—and inferential statistics using the Pearson Product-Moment Correlation Coefficient. Results revealed that the largest age group of respondents was 30–39 years old. In terms of educational attainment, most of the respondents held a master’s degree, and some had a bachelor’s degree. Most had 6–10 years of teaching experience, and the largest proportion were Master Teachers. The extent of support systems available for inclusive education was rated Highly Available, with the highest-rated indicators being flexible lesson planning, support from the Division SPED Coordinator, and collaboration with parents. Perceived effectiveness was rated Highly Effective, with the strongest ratings for leadership support, consultation with inclusive education experts, and improved learner outcomes. Correlation analysis indicated no significant relationship. It is recommended that the Action Plan be implemented to address gaps, strengthen existing strategies, and ensure the sustainability of inclusive education practices.