Author

Veronica P. Polea
Cebu Technological University – Main Campus
Cebu City, Cebu, Philippines
Email: veronica.polea@deped.gov.ph

Abstract

This study examined the relationship between teachers’ training and their preparedness for inclusive teaching at Subabasbas Elementary School, Division of Lapu-Lapu City, during the School Year 2025–2026. Anchored on constructivist learning theory, Bandura’s self-efficacy theory, and Guskey’s model of teacher professional development, the study sought to determine whether teachers’ demographic characteristics and participation in inclusive education–related training were associated with their perceived readiness to implement inclusive teaching practices. Specifically, the study assessed teachers’ preparedness in terms of knowledge and understanding of inclusive education principles, instructional strategies for diverse learners, classroom management in inclusive settings, and collaboration with parents and support staff. A quantitative descriptive-comparative research design was employed, utilizing complete enumeration sampling involving thirty (30) teachers. Data were gathered through an adapted Teachers’ Preparedness for Inclusive Teaching Questionnaire (TPITQ), validated by experts for contextual relevance. Descriptive statistics were used to summarize respondents’ profiles and levels of preparedness, while Chi-Square tests, independent samples t-tests, and one-way analysis of variance were applied to determine relationships and group differences at a 0.05 level of significance. Findings revealed that there was no statistically significant relationship between teachers’ training and their preparedness for inclusive teaching across all domains. Likewise, no significant differences were found in teachers’ preparedness when grouped according to age, sex, educational attainment, years of teaching experience, and type of inclusive education training attended. These results suggest that teachers’ perceived readiness for inclusive teaching may be influenced more by contextual and institutional factors such as school support systems, access to resources, and practical classroom experiences rather than by demographic variables or training exposure alone. Based on the findings, a Proposed Professional Development Action Plan was formulated to strengthen teachers’ preparedness for inclusive teaching through sustained, school-based, and needs-responsive professional development initiatives.

Keywords: Inclusive teaching, teacher training, teacher preparedness

DOI: http://doi.org/10.69651/PIJHSS0404679

Recommended citation:
Polea, V. P. (2025). Relationship between teachers’ training and their preparedness for inclusive teaching. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 7452-7466. http://doi.org/10.69651/PIJHSS0404679

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