Author
Nerie T. Arpon, LPT, MAEd-SPED
Bateria National High School
Bateria, Daanbantayan, Cebu, Philippines
Cebu Technological University
Corner MJ Cuenco Ave. & R. Palma St., Cebu City, Philippines
Email: neriearpon@gmail.com
The study examined the levels of teacher readiness and self-efficacy toward inclusive education practices, as well as the relationship between these variables at Daanbantayan National High School during the 2025-2026 school year. The researcher used convenience sampling, and 54 respondents voluntarily participated in this study. Using a descriptive-correlative design, the data were gathered through a survey questionnaire to examine teachers’ perceived readiness towards inclusive education practices along the dimensions of pedagogical knowledge, professional development, classroom environment, and instructional strategies, self-efficacy along the dimensions of efficacy to use inclusive instructions, efficacy in collaboration, and efficacy in managing behavior, and the relationship between teachers’ readiness and self-efficacy. The study found that teachers’ readiness was rated as proficient across all dimensions, including pedagogical knowledge, professional development, classroom environment, and instructional strategies. In terms of self-efficacy, teachers viewed themselves as highly effective in using inclusive instruction, collaborating, and managing behavior. Ultimately, a significant, moderate relationship was found between teachers’ readiness and self-efficacy. The findings served as the basis for proposing an action plan for inclusive education practices.
Keywords: Special education, inclusive education, readiness, self-efficacy, descriptive-correlative design.
DOI: http://doi.org/10.69651/PIJHSS0501775
Recommended citation:
Arpon, N. T. (2026). Towards inclusive education practices: Teaching readiness and self-efficacy in secondary school. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8615-8624. http://doi.org/10.69651/PIJHSS0501775
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