Authors

Mary Ann O. Quiaot, MBA, MAEd-SPED*
Liloan National High School, Poblacion, Liloan, Cebu, Philippines
Cebu Technological University, Corner MJ Cuenco Ave. & R. Palma St., Cebu City, Philippines

Melbert C. Suplaag, EdD
Liloan National High School, Poblacion, Liloan, Cebu, Philippines

Abstract

The study examined the levels of teacher readiness and self-efficacy towards inclusive education practices, as well as the relationship between these variables at Liloan National High School during the school year 2025-2026. There were 40 teacher-respondents who were sought out through convenience sampling. 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 revealed that teachers’ readiness was rated proficient in the dimensions of pedagogical knowledge, professional development, and instructional strategies, while developing in the dimension of classroom environment. In terms of self-efficacy, teachers viewed themselves as highly efficacious in terms of efficacy to use inclusive instructions, efficacy in collaboration, and efficacy in managing behavior. Ultimately, it was found out that there is a significant positive moderate relationship between teachers’ readiness and self-efficacy. The findings became the basis of designing an action plan for the inclusive education practices.

Keywords: Special Education, inclusive education, readiness, self-efficacy, descriptive-correlative design.

*Corresponding author/ Email: maryannoquiaot@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502928

Recommended citation:
Quiaot, M. A. O., & Suplaag, M. C. (2026). Teacher readiness and self-efficacy towards inclusive education practices. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 589-602. http://doi.org/10.69651/PIJHSS0502928

Read the full text

References

Aftab, M. J., Amjad, F., & Chaudhry, H. (2024). Inclusive Education Strategies for Successful Inclusion of Students with Disabilities in Mainstream Classrooms. Academy of Education and Social Sciences Review, 4(3), 439–453. https://doi.org/10.48112/aessr.v4i3.824

Ahmed, N., & Pierre, D. P. (2024). The role of classroom management in enhancing learners’ academic performance: Teachers’ experiences. Studies in Learning and Teaching, 5(1), 202–218. https://doi.org/10.46627/silet.v5i1.364

Alassaf, M. A. (2025). Teachers’ knowledge and attitudes toward inclusive education for children with autism in mainstream schools. Frontiers in Education, 10, 1630710. https://doi.org/10.3389/feduc.2025.1630710

Alcantara, N. M. D., De Los Reyes, N. C. E. P., Pinili, N. L. C., Etcuban, N. J. O., De Los Reyes, N. N. R. T., Capuno, N. R. G., Padillo, N. G. G., & Pepito, N. J. C. (2024). Level of Essential Best Practices and the Implementation of Inclusive Education among Regular Elementary Teachers. Journal of Humanities and Social Sciences Studies, 6(12), 37–58. https://doi.org/10.32996/jhsss.2024.6.12.4

Almalky, H. A., &Alrabiah, A. H. (2024). Predictors of teachers’ intention to implement inclusive education. Children and Youth Services Review, 158, 107457. https://doi.org/10.1016/j.childyouth.2024.107457

Arias, C. R., Calago, C. N. S., Calungsod, H. F. B., Delica, M. A., Fullo, M. E., & Cabanilla, A. B. (2023). Challenges and implementation of inclusive education in selected Asian countries: A meta-synthesis. International Journal of Research in Education and Science (IJRES), 9(2), 512-534. https://doi.org/10.46328/ijres.3089

Bautista, M. (2025). Teachers’ readiness, support, and challenges in the implementation of thematic teaching approach. ResearchGate. https://doi.org/10.5281/zenodo.15662553

Beltran, K. A., Agripa, S. A., Bustarga, A. J. O., Cruz, K. B. D., Marmol, S. L., &Morallo, S. J. A. (2025). Practices and Challenges in implementing inclusive education in Philippine Elementary Schools. Journal of Education Research, 6(1), 8–22.https://doi.org/10.37985/jer.v6i1.2251

Bhandari, P. (2020, July 9). Descriptive statistics | definitions, types, examples. Scribbr. https://www.scribbr.com/statistics/descriptive-statistics/

Butabayeva, L., Sharma, U., Forlin, C., Abildina, S., Ismagulova, S., &Nogaibayeva, G. (2025). Inclusive practices in Kazakhstan: validating the teacher efficacy for inclusive practice scale for the local context. International Journal of Developmental Disabilities, 1–15. https://doi.org/10.1080/20473869.2025.2492091

Cabañero, J. (2023). A POLICY STUDY ON THE IMPLEMENTATION OF INCLUSIVE EDUCATION PROGRAM IN THE PHILIPPINES. ResearchGate. https://doi.org/10.13140/RG.2.2.11224.88325

Calandri, E., Mastrokoukou, S., Marchisio, C., Monchietto, A., & Graziano, F. (2025). Teacher Emotional Competence for Inclusive Education: A Systematic review. Behavioral Sciences, 15(3), 359. https://doi.org/10.3390/bs15030359

Cola, J. M., Reyes, N. R. D., Cabigon, A. F., &Anero, M. (2025). Teachers’ Level of Preparedness and Acceptance towards the Inclusion of Learners with Special Educational Needs. Research in Social Sciences, 8(3), 99–110. https://doi.org/10.53935/26415305.v8i3.404

Čotar Konrad, S., Vodopivec, J. L., &Štemberger, T. (2024). Classroom climate and student–teacher relationship: A study among students and teachers in Slovenia. European Journal of Educational Research, 13(3), 1411-1420. https://doi.org/10.12973/eu-jer.13.3.1411

Cumming, T. M., Jolly, J. L., & Saint-James, A.  (2024). Australia at an educational crossroads: special schools and inclusive education.  Frontiers in Education, 9, 1422089. https://doi.org/10.3389/feduc.2024.1422089

Department of Education. (July 6, 2009).  DO 72, s. 2009 – Inclusive Education as Strategy for Increasing Participation Rate of Children. https://www.deped.gov.ph/2009/07/06/do-72-s-2009-inclusive-education-as-strategy-for-increasing-participation-rate-of-children/

Department of Education. (November 2, 2021). DO 044, s. 2021 – Policy Guidelines on the Provision of Educational Programs and Services for Learners with Disabilities in the K to 12 Basic Education Program. https://www.deped.gov.ph/2021/11/02/november-2-2021-do-044-s-2021-policy-guidelines-on-the-provision-of-educational-programs-and-services-for-learners-with-disabilities-in-the-k-to-12-basic-education-program/

Emiru, E. K., &Gedifew, M. T. (2024). The effect of teacher self-efficacy on learning engagement of secondary school students. Cogent Education, 11(1). https://doi.org/10.1080/2331186x.2024.2308432

Eren, E., Yada, A., Schwab, S., & Savolainen, H. (2025). Teacher student-specific self-efficacy and its impact on students’ academic self-concept, emotional well-being and social inclusion. Teaching and Teacher Education, 165, 105152. https://doi.org/10.1016/j.tate.2025.105152

Garcia-Melgar, A., Hyett, N., Bagley, K., McKinstry, C., Spong, J., & Iacono, T. (2022). Collaborative team approaches to supporting inclusion of children with disability in mainstream schools: A co-design study. Research in Developmental Disabilities, 126, 104233. https://doi.org/10.1016/j.ridd.2022.104233

Golzar, J., Tajik, O., & Noor, S. (2022). Convenience sampling. ResearchGate. https://doi.org/10.22034/ijels.2022.162981

Gülsün, İ., Malinen, O., Yada, A., & Savolainen, H. (2023). Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour. Teaching and Teacher Education, 132, 104228. https://doi.org/10.1016/j.tate.2023.104228

Herrera, C. (2022). Psychometric properties of the Collective Efficacy Scale Short-Form in Chilean teachers. Frontiers in Psychology, 13, 935578. https://doi.org/10.3389/fpsyg.2022.935578

Iguis-Calinawan, W., Tenerife-Cañete, J. J., Pinili, L., &Linox, D. (2024). An Empirical study on teachers’ perceptions towards inclusive education. ResearchGate. https://www.researchgate.net/publication/383624236_An_Empirical_Study_on_Teachers’_Perceptions_Towards_Inclusive_Education

Janse, R. J., Hoekstra, T., Jager, K. J., Zoccali, C., Tripepi, G., Dekker, F. W., & Van Diepen, M. (2021). Conducting correlation analysis: important limitations and pitfalls. Clinical Kidney Journal, 14(11), 2332–2337. https://doi.org/10.1093/ckj/sfab085

Jardinez, M. J., & Natividad, L. R. (2024). The The Advantages and Challenges of Inclusive Education: Striving for Equity in the classroom. Shanlax International Journal of Education, 12(2), 57–65. https://doi.org/10.34293/education.v12i2.7182

Jones, M. (2021). Technology as a Tool for Support: Classroom Teachers and Resource Specialists in Collaboration and Communication Practices. Master of Science in Education | Master’s Theses. 40. Dominican University of California. https://doi.org/10.33015/dominican.edu/2021.EDU.01

Jurca, A. M., Baciu, D., Lustrea, A., Sava, S., &Borca, C. V. (2023). Exploring Attitudinal Dimensions of Inclusive Education: Predictive Factors among Romanian Teachers. Education Sciences, 13(12), 1224. https://doi.org/10.3390/educsci13121224

Kilag, O. K., Felix Diano, J., Bulilan, R., Moralista, R., Allego, L., & Cañizares, M. C. (2024). Leadership Strategies for Building Inclusive School Communities: The Challenges of Managing Diversity in Schools. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(1), 92–100. https://risejournals.org/index.php/imjrise/article/view/10

Kim, A. (2025). Impact of systematic support in teacher education and professional development on Training-Teaching alignment and instructional quality. Journal for STEM Education Research. https://doi.org/10.1007/s41979-025-00154-3

Kimhi, Y., & Bar Nir, A. (2025). Teacher training in transition to inclusive education. Frontiers in Education, 10, 1510314. https://doi.org/10.3389/feduc.2025.1510314

Lakkala, S., Beaton, M. C., & Kokko, K. (2024). A conceptual analysis of inclusive education in terms of participation and agency. Support for Learning, 39(3), 125-136. https://doi.org/10.1111/1467-9604.12477

Lakkala, S., Galkienė, A., Navaitienė, J., Cierpiałowska, T., Tomecek, S., &Uusiautti, S. (2021). Teachers Supporting Students in Collaborative Ways—An Analysis of Collaborative Work Creating Supportive Learning Environments for Every Student in a School: Cases from Austria, Finland, Lithuania, and Poland. Sustainability, 13(5), 2804. https://doi.org/10.3390/su13052804

Lau, W. W. F., & Jong, M. S. Y. (2022). Typology of teachers’ stages of concern for STEM education. Research in Science & Technological Education, 41(4), 1560–1578. https://doi.org/10.1080/02635143.2022.2064447

Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: A mediation model. Frontiers in Psychology, 14, 1185079. https://doi.org/10.3389/fpsyg.2023.1185079

Mabanag, R., Delicana, A., Igot, P. E., &Linox, D. (2024). Teacher readiness and challenges in inclusive classrooms. ResearchGate. https://doi.org/10.30076/wjher.4.4

Mary, G. S. A. (2023). Universal Design for Learning (UDL) in diverse classrooms. Shanlax International Journal of Arts Science and Humanities, 11(S1-Nov), 125–132. https://doi.org/10.34293/sijash.v11is1-nov.7102

Masongsong, J. M., Lopres, J. R., Aguirre, M. M., Lopres, G. M., Enriquez, D. M., Bautista, F. B., Niadas, G. Y., &Virtusio, J. D. T. (2023). Level of teachers’ training in inclusive education and their sense of efficacy. International Journal of Science and Management Studies (IJSMS), 70–87. https://doi.org/10.51386/25815946/ijsms-v6i5p108

Mhlongo, S., Mbatha, K., Ramatsetse, B., & Dlamini, R. (2023). Challenges, opportunities, and prospects of adopting and using smart digital technologies in learning environments: An iterative review. Heliyon, 9(6), e16348. https://doi.org/10.1016/j.heliyon.2023.e16348

Morina, F., Fütterer, T., Hübner, N., Zitzmann, S., & Fischer, C. (2025). Effects of Online Teacher Professional Development on teacher, classroom, and student level Outcomes: A Meta-Analysis. Computers & Education, 105247. https://doi.org/10.1016/j.compedu.2025.105247

Nickerson, C. (2025, March 31). Albert bandura’s social cognitive theory. Simply Psychology. https://www.simplypsychology.org/social-cognitive-theory.html

Ødegård, M., & Solberg, S. (2024). Identifying teachers’ reactive strategies towards disruptive behavior in classrooms. Teaching and Teacher Education, 145, 104627. https://doi.org/10.1016/j.tate.2024.104627

Olson, K., Lannan, K., Cumming, J., MacGillivary, H., & Richards, K. (2020). The Concerns-Based Adoption Model and Strategic Plan Evaluation: multiple methodologies to understand complex change. https://eric.ed.gov/?id=EJ1274351

Omoro, M. O., & Possi, M. a. K. (2022). Teachers’ inclusive Classroom Practices: the role of self-efficacy and demographic variables. ResearchGate. https://www.researchgate.net/publication/370251753_Teachers%27_Inclusive_Classroom_Practices_The_Role_of_Self-efficacy_and_Demographic_Variables

Oswal, N., Al-Kilani, M. H., Faisal, R., &Fteiha, M. (2025). A Systematic Review of Inclusive Education Strategies for Students of Determination in Higher Education Institutions: Current Challenges and Future Directions. Education Sciences, 15(5), 518–518. https://doi.org/10.3390/educsci15050518

Paires, M. J. P., Mandal, L. A., &Linox, D. (2023). Collaborative teaching between special education teachers and mainstream teachers in inclusive education. ResearchGate. https://www.researchgate.net/publication/369763506_Collaborative_Teaching_Between_Special_Education_Teachers_and_Mainstream_Teachers_in_Inclusive_Education

Piticari, P. (2023). Universal Design for Learning, Teachers’ Self-Efficacy, and School Performance in Inclusive Classrooms. Studia Doctoralia, 14(1/2023), 46–58. https://doi.org/10.47040/sdpsych.v14i1.160

Praveen, A., Bashir, F., Ganie, A. N., Zimik, P., & Jan, S. (2024). The use of UDL in an Inclusive Classroom-A review-based study. International Journal for Multidisciplinary Research, 6(4). https://doi.org/10.36948/ijfmr.2024.v06i04.25550

Pozas, M., &Letzel-Alt, V. (2023). Teacher collaboration, inclusive education and differentiated instruction: A matter of exchange, co-construction, or synchronization? Cogent Education, 10(2). https://doi.org/10.1080/2331186x.2023.2240941

Priyadharsini, V., & Mary, R. S. (2024). Universal Design for Learning (UDL) in Inclusive Education: Accelerating Learning for all. Shanlax International Journal of Arts Science and Humanities, 11(4), 145–150. https://doi.org/10.34293/sijash.v11i4.7489

Putri, L., Rezani, M. R., & Hermina, D. (2025). Correlational research design. Jurnal Riset MultidisiplinEdukasi, 2(6), 306–317. https://doi.org/10.71282/jurmie.v2i6.456

Rusconi, L., &Squillaci, M. (2023). Effects of a Universal Design for Learning (UDL) Training Course on the Development Teachers’ Competences: A Systematic Review. Education Sciences, 13(5), 466. https://doi.org/10.3390/educsci13050466

Sarkar, S., & Kundu, P. (2021). Self-Efficacy of Teachers in Managing Inclusive Classroom Behavior: An analysis. Asian Journal of Education and Social Studies, 46–53. https://doi.org/10.9734/ajess/2021/v15i130370

Sarong, J. S. (2024). Fostering Collaboration and Team Effectiveness in Educational Leadership: Strategies for Building High-Performing Teams and Networks. Randwick International of Education and Linguistics Science Journal, 5(2), 727–743. https://doi.org/10.47175/rielsj.v5i2.1005

Savolainen, H., Malinen, O., & Schwab, S. (2020). Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis. International Journal of Inclusive Education, 26(9), 958–972. https://doi.org/10.1080/13603116.2020.1752826

Schuur, S., & Stokes-Francis, B. (2024). Patient education for preventative health care. Physician Assistant Clinics, 9(4), 553–566. https://doi.org/10.1016/j.cpha.2024.05.007

Sezen-Gülteki̇N, G., Hamutoğlu, N. B., Ozden, Ş. Y., &Savaşçi, M. (2022). Classroom Management Efficacy, Attitudes toward Teaching Profession, and Academic Performance: A Path Analysis. Sakarya University Journal of Education, 12(1), 24–40. https://doi.org/10.19126/suje.948776

Shah, D. (2023). Teachers’ Self-Efficacy and Classroom Management Practices. Journal of Education and Research, 13(1), 8–26. https://doi.org/10.51474/jer.v13i1.661

Shinija, M. (2024). DESCRIPTIVE RESEARCH DESIGN. ResearchGate. https://doi.org/10.13140/RG.2.2.19205.36325

Soeharto, S., Singh, S. S., &Afriyanti, F. (2024). Associations between attitudes toward inclusive education and teaching for creativity for Indonesian pre-service teachers. Thinking Skills and Creativity, 51, 101469. https://doi.org/10.1016/j.tsc.2024.101469

Sowell, J., & McCaughey, K. (2023). Contextualizing Teacher Training through Needs Analysis and Reflexivity. https://eric.ed.gov/?id=EJ1395140

Tiwari, A. (2024). Urban Educator Preparation Program: Assessing Preservice Teachers’ Preparedness for Inclusive Education. Education and Urban Society. https://doi.org/10.1177/00131245231220899

UNESCO. (2023). Inclusion in education. http://www.unesco.org; UNESCO. https://www.unesco.org/en/inclusion-education

UNICEF. (2023). Children with Disabilities. http://www.unicef.org. https://www.unicef.org/disabilities

Uzorka, A., Kalabuki, K., &Odebiyi, O. A. (2024). The effectiveness of in-service teacher training programs in enhancing teaching quality and student achievement. Forum for Education Studies., 2(3), 1465. https://doi.org/10.59400/fes.v2i3.1465

Ventista, O., & Brown, C. (2023). Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review. Social Sciences & Humanities Open, 8(1), 100565. https://doi.org/10.1016/j.ssaho.2023.100565

Wahyuni, S., Novembli, M. S., & Hasanah, N. (2024). Self-Efficacy: readiness of teachers in inclusive schools. AL-ISHLAH Jurnal Pendidikan, 16(3), 3018–3028. https://doi.org/10.35445/alishlah.v16i3.5354

Wilkins, N. J., Verlenden, J. M. V., Szucs, L. E., & Johns, M. M. (2022). Classroom management and facilitation approaches that promote school connectedness. Journal of School Health, 93(7), 582–593. https://doi.org/10.1111/josh.13279

Woodcock, S., Gibbs, K., Hitches, E., & Regan, C. (2023). Investigating Teachers’ Beliefs in Inclusive Education and Their Levels of Teacher Self-Efficacy: Are Teachers Constrained in Their Capacity to Implement Inclusive Teaching Practices? Education Sciences, 13(3), 280. https://doi.org/10.3390/educsci13030280

Woodcock, S., Sharma, U., Subban, P., & Hitches, E. (2022). Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices. Teaching and Teacher Education, 117, 103802. https://doi.org/10.1016/j.tate.2022.103802

Wray, E., Sharma, U., & Subban, P. (2022). Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education, 117, 103800. https://doi.org/10.1016/j.tate.2022.103800

Yang, L., Pang, F., & Sin, K. F. (2024). Examining the complex connections between teacher attitudes, intentions, behaviors, and competencies of SEN students in inclusive education. Teaching and Teacher Education, 144, 104595. https://doi.org/10.1016/j.tate.2024.104595

Yim, E. P. (2023). Self-efficacy for learning beliefs in collaborative contexts: Relations to pre-service early childhood teachers’ vicarious teaching self-efficacy. Frontiers in Education, 8, 1210664. https://doi.org/10.3389/feduc.2023.1210664