Teachers’ Readiness, Implementation, and Management Support to Inclusive Classroom
Delie Bell Manalo, Ed.D
deliebellmanalo18@gmail.com
https://orcid.org/0009-0003-3291-9177
Guimaras State University
Buenavista, Guimaras, Philippines
DOI: https://doi.org/10.54476/ioer-imrj/295196
ABSTRACT
This study investigates the readiness, implementation, and management support of inclusive education among teachers in the Schools Division of Iloilo City for the school year 2023-2024. It aims to assess teachers’ preparedness, the integration of inclusive practices in classrooms, and the systemic support provided to educators. Grounded in the Theory of Planned Behavior and the Concerns-Based Adoption Model, the study examines the relationship between demographic factors (age, sex, educational attainment, length of service, and position) and teachers’ readiness, implementation strategies, and management support. Using a descriptive-correlational research design, the study involved 246 randomly selected teachers. Data were collected through surveys assessing teachers’ confidence, effectiveness, and empowerment in executing inclusive education. Statistical tools such as mean, standard deviation, frequency distribution, and percentages were employed to describe the data, while t-tests, ANOVA, and Pearson’s r correlation were used to determine significant relationships and differences across variables. The findings reveal high levels of readiness among teachers, particularly in teaching strategies and addressing diverse learner needs. However, challenges persist in curriculum modification and addressing students’ physical needs, indicating areas for further professional development. Management support emerged as a critical factor, with strong correlations between readiness, implementation, and effective management practices. The study recommends targeted professional development, gender-specific training, and continuous monitoring to address identified challenges and enhance the effectiveness of inclusive education. These strategies aim to strengthen teachers’ capacity to foster inclusive learning environments and ensure the sustainability of inclusive education practices.
Keywords: inclusive education, teacher readiness, implementation strategies, management support, professional development, Schools Division of Iloilo City, Theory of Planned Behavior, Concerns-Based Adoption Model