Authors

Alyssa Marie C. Diaz*
Lahug National High School
Cebu, Philippines
Email: alyssamcdiaz@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 examined the correlation between teachers’ training and their preparedness for inclusive instruction in general classrooms of Mabolo National High School, Cebu City, under the guidance of Republic Act No. 11650 or the Inclusive Education Act of 2022. Adopting a descriptive-correlational research design, the research aimed to find out whether professional training and institutional support given to teachers in significant proportions affected their readiness in inclusive education. Thirty randomly chosen teacher-respondents took part in the study and answered a validated survey made up of indicators on training, institutional support, and inclusive teaching readiness. Frequency counts, weighted mean, standard deviation, and Pearson’s r were used to analyze data and describe levels as well as test correlations among the variables. Findings demonstrated that teachers indicated moderate exposure to professional training, partially supported in inclusive education, but their readiness to deal with diverse learners was generally high. Statistical test supported a positive significant correlation between teachers’ training and readiness, confirming that higher participation in appropriate training and support from the institution translated into greater preparedness and confidence in inclusive classroom instruction. The research established that professional development and institutional support play an important role in cultivating teachers’ competence and inclinations towards inclusion, addressing directly the core issue presented. In response, an Action Plan was developed to strengthen teachers’ preparedness for inclusive instruction through capacity-building programs, mentoring and coaching activities, and provision of adequate resources for continuous professional growth. This Action Plan serves as a practical output of the study, ensuring that the findings are translated into concrete steps for sustaining effective inclusive practices in regular classrooms.

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

*Corresponding author

DOI: http://doi.org/10.69651/PIJHSS0404592

Recommended citation:

Diaz, A. M. C., Delos Reyes, N. R. T., Pinili, L. C., Añero, M. B., & Cabigon, A. F. P.  (2025). Examining the relationship between teachers’ training and readiness for inclusive teaching in regular classroom. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 6409-6424. http://doi.org/10.69651/PIJHSS0404592

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