Teachers’ Preparedness in the Implementation of Inclusive Education in Identified Schools in Cebu Province

Abstract

This study examined the level of preparedness of teachers in implementing inclusive education and explored its relationship with selected demographic variables and administrative support. Utilizing a descriptive-correlational research design, the study had 50 teachers across various schools in the division of Cebu Province. Through a validated survey questionnaire measuring preparedness, support systems, and demographic characteristics, frequency counts, percentages, and Pearson’s r correlation were used to analyze the data. Findings revealed that teachers generally demonstrated a moderate level of preparedness for inclusive education, with particular strength in foundational understanding but notable gaps in practical application and individualized instructional strategies. Analysis of support systems showed that while training opportunities and peer mentoring were widely available, structural supports such as assistive technology, co-planning time, and access to SPED specialists remained limited. Results further indicated that among the demographic variables, only formal coursework and workshops/professional development hours showed significant positive correlations with preparedness highlighting the importance of targeted and sustained professional learning. Age, educational attainment, field of specialization, and years of teaching experience showed no significant relationships. Administrative support demonstrated a weak positive but non-significant correlation with teacher preparedness, suggesting that administrative efforts alone do not directly predict readiness unless accompanied by systematic and resource-based supports. Based on the findings, it is concluded that readiness for inclusive education is influenced primarily by the quality and consistency of professional development, rather than demographic factors or general administrative encouragement.