Authors
Neered Rose Eslana*
Cebu Technological University Main Campus
Cebu City, Philippines
Email: neeredrose.eslana@deped.gov.ph
Jinky Verna Dihayco
Cebu Technological University Main Campus
Cebu City, Philippines
Email: Jinkyvernadihayco2020@gmail.com
Melgar Maglente
Cebu Technological University Main Campus
Cebu City, Philippines
Email: melgar.maglente@deped.gov.ph
Nerie Tillor
Cebu Technological University Main Campus
Cebu City, Philippines
Email: nerie.tillor@deped.gov.ph
Baby Jel Aaron Vistal
Cebu Technological University Main Campus
Cebu City, Philippines
Email: babyjelaaronlumayag@gmail.com
Abstract
Teachers are equipped with the ability to manage diverse students in any classroom setting and apply inclusive practices that influence attitudes and readiness towards inclusion and their willingness to adapt instruction for students with special educational needs. This study employed a descriptive-correlational research design to examine the relationships among secondary teachers’ self-efficacy, attitude, and readiness to implement inclusive education at Marigondon National High School, Division of Lapu–Lapu City, during the 2025–2026 school year. The respondents were randomly selected and comprised of 49 teachers who responded to a validated 4-point Likert scale questionnaire adapted from Pizana (2022), Wilkerson (2012), Katrina et al. (2024), and Larios et al. (2022). Data were analyzed using descriptive and inferential statistics, with a significance level of 0.05 to determine meaningful relationships. The findings revealed that teachers at Marigondon NHS were mostly female, aged 30–40, with MAEd degrees and 9–10 years of experience and that teachers have very high self-efficacy, positive attitudes, and readiness to implement inclusive education. Furthermore, it revealed a significant positive relationship between teachers’ self-efficacy and their attitude towards the implementation of inclusive education and has a significant relationship between self-efficacy and attitude towards the implementation of inclusive education, but no significant relationships between teachers’ attitude and readiness, or between self-efficacy and readiness. Thus, the findings suggest that a school-based intervention plan will be implemented and school principal should organize various seminars and trainings that will enhance teachers’ self-efficacy, positive attitudes, and readiness to effectively implement inclusive education for learners with diverse needs.
Keywords: Inclusive Education, self-efficacy, attitude, readiness, descriptive-correlational research design
*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS0501734
Recommended citation:
Eslana, N. R., Dihayco, J. V., Maglente, M., Tillor, N., & Vistal, B. J. A. (2026). Exploring the relationship between teacher self-efficacy, attitude, and readiness for inclusive education among Secondary Teachers. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8110-8122. http://doi.org/10.69651/PIJHSS0501734
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