Preparedness and Challenges of General Education Teachers in the Implementation of Inclusive Education for Learners with Disabilities

Abstract

This study assessed the preparedness and challenges of general education teachers in implementing inclusive education for learners with disabilities in the Schools Division of Cotabato. It employed a quantitative-dominant sequential mixed-methods design, using a descriptive-comparative quantitative phase followed by a supplementary qualitative phase. A stratified random sample of 387 public elementary general education teachers completed a validated researcher-made questionnaire containing an open-ended item. Frequency, percentage, weighted mean, standard deviation, Mann-Whitney U test, Kruskal-Wallis H test, and thematic analysis were used. Respondents were generally highly prepared; classroom management and behavioral support obtained the highest composite mean (3.8579), followed by policy knowledge (3.7209), instructional strategies and adaptations (3.6628), and collaboration with SNED specialists and parents (3.5165). All challenge domains were rated great challenges, led by learning resources and facilities (4.1724), training and professional development (4.1016), administrative and community support (4.1013), and teaching load and learner diversity (4.0804). Selected differences were associated with age, sex, educational attainment, position, and class type, while years of teaching experience yielded no significant differences. Four qualitative themes emphasized professional development, resources and institutional support, collaboration, and teacher welfare. The integrated findings informed the Contextualized Training Program for Inclusive Education Enhancement (CTPIEE).