Assessing the Relationship Between Attitudes and Self-Efficacy of Private School Receiving Teachers Toward Inclusive Practices

This study aimed to assess the levels of attitude and self-efficacy among general education teachers in applying inclusive practices for learners with special educational needs (LSENs). A quantitative approach was employed using a descriptive-correlational survey design. The study was conducted in the Early Childhood and Elementary Education Departments of a private university in Dumaguete City, with forty-five teacher respondents. The results revealed that teachers held a moderately positive attitude toward inclusive teaching and generally perceived their self-efficacy as average. While teachers felt reasonably confident in their ability to implement inclusive practices, their perceived ability to manage LSENs in general education settings remained average. In conclusion, the study found that although general education teachers demonstrated limited understanding and skills in implementing inclusive practices for LSENs, they still required additional support to apply these practices effectively in diverse classrooms. Based on these findings, the study recommended an action plan that includes disability-specific professional development, strengthened multidisciplinary collaboration, and increased resource allocation to help teachers meet the diverse needs of LSENs