Author

Mary Grace B. Rosema
Cebu Technological University- Main Campus
Cebu City, Cebu, Philippines
Email: marygracerosema@deped.gov.ph

Abstract

Inclusive education becomes a cornerstone of 21st-century teaching, providing equitable learning opportunities for all students, regardless of their diverse needs, abilities, and backgrounds. This research employed a descriptive quantitative method using a standardized questionnaire adapted from Sharma et al. (2012) and Loreman et al. (2022). A total of 30 respondents from Lapu-Lapu City participated in the study, selected through random sampling. The study revealed that the majority of the teachers had postgraduate education, particularly in MAEd units, and were experienced teachers with more than 5 years of service. It also revealed that the teachers lack experience participating in seminars on inclusive education, which affects their attitudes and competence in working with diverse learners. The study showed that teachers’ attitudes toward inclusive education were positive, while their competence levels were very high, with strong knowledge of inclusive practices, strong instructional skills for diverse learners, and strong competence in classroom management and assessment strategies. A moderate positive correlation was identified between teachers’ attitudes and their competence in inclusive education. Consequently, the researchers concluded that strengthening teachers’ attitudes toward inclusive education also enhances their competence in implementing it. The researchers recommend designing and implementing an enhanced strategic intervention plan to improve further the attitudes and competence of Grade 7 teachers in inclusive education.

Keywords Special Education, descriptive quantitative research, inclusive education, teachers’ attitude, teachers’ competence, random sampling

DOI: http://doi.org/10.69651/PIJHSS0501780

Recommended citation:
Rosema, M. G. B. (2026). Assessing the relationship between teachers’ attitudes and competence in implementing inclusive education. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8680-8689. http://doi.org/10.69651/PIJHSS0501780

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