Authors

Angelica Marie B. Gallaza*
Lahug National High School
Gorordo Avenue, Lahug, Cebu City, Cebu, Philippines
Email: angelicablanco112495@gmail.com

Niña Rozanne T. Delos Reyes
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: ninataberna.delosreyes@gmail.com

Lilibeth C. Pinili
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: lilibeth.pinili@ctu.edu.ph

Marjorie B. Añero
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: marjorie.anero@ctu.edu.ph

Ann Frances P. Cabigon
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: annfrances.cabigon@ctu.edu.ph

Abstract

This research evaluated the influence of teacher professional training, and institutional support on the perceived preparedness of the teachers to implement inclusive education in the general education class at Apas National High School, Cebu City. Utilizing descriptive-correlational research design, the data were obtained from the participation of 30 randomly-selected junior and senior high school teachers through the administration of the survey questionnaire to determine their level of involvement in an inclusive education training, and the amount of support received from the institution and readiness to teach different learners. Findings revealed that most teachers agreed that they have attended adequate and relevant training sessions that improved their skills in handling diverse learners. In terms of institutional support, teachers generally feel they are partially supported. The results revealed disparities on training and support, evidenced by strong positive relations between the professional education processes, with the support offered by institutions and the preparation of teachers for inclusion. The significance of continuous professional development, and ongoing institutional support, in developing teacher readiness to respond effectively to diverse learner needs, such as students with special needs, was highlighted in the research. Based on these results an action plan was constructed that aimed at improving training, mentoring resources, and the collaborative relationships necessary to support the development of inclusive classrooms. This study is informative for policymakers, school administrators and teachers in order to improve the implementation of the inclusion of all children in an equitable and effective manner.

Keywords: inclusive education, professional training, support received, teachers’ preparedness, descriptive-correlational design, Cebu City, Philippines.

*Corresponding author

DOI: http://doi.org/10.69651/PIJHSS0404558

Recommended citation:

Gallaza, A. M. B., Delos Reyes, N. R. T., Pinili, L. C., Añero, M. B., & Cabigon, A. F. P. (2025). Evaluating teachers’ training and support on perceived preparedness for inclusive practices in general education classrooms. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 6064-6077. http://doi.org/10.69651/PIJHSS0404558

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