Authors

Gressa E. Lauron*
Lahug National High School
Cebu, Philippines
Email: gressaegos15@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

The research examined the influence of teachers’ professional development and its role in readiness for inclusive education for diverse learners at Ramon Duterte Memorial National High School, Cebu City, during the school year 2025-2026. A descriptive-correlational research design was utilized, and a researcher-adapted survey questionnaire was used to determine the teachers’ level of involvement in inclusive education training, the extent of institutional support they received, and their readiness to teach diverse learners. Thirty randomly selected junior and senior high school teachers are the respondents of the study. To statistically interpret the data, Pearson’s R Correlation was applied in examining the significant linear association of the variables. Findings revealed that teachers demonstrated a moderate level of engagement in professional development programs inclusive practices and partially supported in institutional assistance for inclusive education. The teachers’ readiness was evaluated as moderate. Participation in professional training and the institutional support they received showed a significant positive correlation with their readiness for inclusive education. These results emphasize that while training enhances teachers’ knowledge and skills, ongoing support including mentorship, collaboration with special education professionals, administrative guidance, and access to resources plays an even more critical role in fostering readiness. Hence, the proposed action plan recommended in enhancing teachers’ confidence and competence, serving as a guide for policymakers and school administrators in advancing professional development programs and support systems for inclusive education.

Keywords: Inclusive Education, teachers’ professional development, teacher preparedness, support, training, diverse learners, descriptive- correlational design, Cebu City, Philippines

*Corresponding author

DOI: http://doi.org/10.69651/PIJHSS0404591

Recommended citation:

Lauron, G. E., Delos Reyes, N. R. T., Pinili, L. C., Añero, M. B., & Cabigon, A. F. P.  (2025). Teachers’ professional development and its role in enhancing readiness for inclusive education of diverse learners. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 6390-6408. http://doi.org/10.69651/PIJHSS0404591

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