Author
Hannah Capangpangan Abaño
Cebu Technological University-Main Campus
Lapu-lapu City, Cebu, Philippines
Email: h3nn3h26@gmail.com
Abstract
This study analyzed the educators’ views and dispositions regarding inclusive teaching practices at Marigondon National High School, Cebu, Philippines, during the 2025-2026 school year. Utilizing a descriptive-correlational design, the research employed the validated SACI scale to gather data from 31 purposively selected junior high school teachers. Findings revealed that teachers held strongly positive cognitive beliefs about inclusion (Overall M=4.45) and frequently implemented supportive behavioral practices in their classrooms (Overall M=4.25). However, significant affective challenges persisted. Educators often experienced discomfort, reporting feelings of inadequacy in creating personalized learning paths, difficulty in managing heterogeneous classrooms, and frustration due to insufficient collaborative planning and a perceived theory-practice gap in inclusive education. Notably, regression analysis established that no significant relationship existed between these attitudes and the teachers’ demographic profiles, including age, gender, educational attainment, years of experience, and grade level taught indicating these are shared, systemic concerns. The study concludes that while teacher intent and foundational support for inclusion are high, successful implementation is hindered by practical difficulties and gaps in systemic support. To address this disconnect, the study proposes a comprehensive, one-year action plan focused on targeted professional development in differentiated instruction and assessment, the establishment of structured collaborative planning mechanisms, and the fostering of a more supportive professional culture to translate positive dispositions into consistently effective inclusive practices.
Keywords: Special education, teacher attitudes, teacher beliefs, inclusive education, quantitative, action plan, Lapu-Lapu City Cebu, Philippines
DOI: http://doi.org/10.69651/PIJHSS0404677
Recommended citation:
Abaño, H. C. (2025). An analysis of educators’ views and dispositions regarding inclusive teaching practices. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 7426-7437. http://doi.org/10.69651/PIJHSS0404677
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