Authors

Ann Marvic O. Lopez*
Lahug National High School
Cebu, Philippines
Email: annmarviclopez@gmail.com

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

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

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

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

Abstract

This research evaluated teachers’ professional training and support received in relation to their preparedness for implementing inclusive education for diverse learners in Lahug National High School, Cebu City, during the school year 2025 – 2026. Random samples of 30 teacher respondents were advisers and subject teachers of the Junior and Senior High School to share their insights of the study. This study utilized a descriptive-correlational research design and adapted a survey questionnaire to discover the clear explanation of teachers’ levels of involvement in terms of training attained, support provided, and preparedness, and the relationship between these variables. To statistically interpret the data, Pearson’s R Correlation was applied in examining the significant linear association of the aforementioned variables. The findings revealed that teachers were moderately trained in handling inclusive education and had difficulties in IEP preparation, assistive device application, and behavior management. Institutional support received found that teachers were slightly supported on the important aspects like reflective-assessment, collaboration with SPED experts, classroom modifications, and provision of ready-to-use contextualized materials. Teachers declared to be moderately prepared in reflecting on inclusive education. With this, it was revealed that there was a moderate, positive, and significant difference between teachers’ training and preparedness, while a strong positive correlation between institutional supports received and preparedness. Both were statistically significant. The results highlighted the need to utilize a targeted intervention through an action plan that aims to enhance teachers’ level of preparedness through a series of trainings (IEP preparation, assistive technology utilization, positive behavior management), and provision of consistent support (self-reflection and evaluation, environmental supports, collaboration and mentoring, inclusive resources provision).

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

*Corresponding author

DOI: http://doi.org/10.69651/PIJHSS0404575

Recommended citation:

Lopez, A. M. O., Delos Reyes, N. R. T., Pinili, L. C., Añero, M. B., & Cabigon, A. F. P.  (2025). Teachers’ professional training and support received on preparedness for inclusive education in the public secondary school. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 6219-6235. http://doi.org/10.69651/PIJHSS0404575

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