Exploring General Education Teachers’ Views on Inclusion through Quantitative Evaluation

This study investigated the attitudes of general education teachers toward the inclusion of students with special needs at Talisay City Central Elementary School for the school year 2025–2026. It employed a descriptive–correlational research design to examine 30 teachers’ demographic profiles, professional preparedness, philosophical beliefs, and perceived institutional support in implementing inclusive education. Data were gathered using a structured questionnaire adapted from validated instruments, with responses analyzed through descriptive statistics and correlation tests. The findings revealed that teachers generally held positive attitudes toward inclusion, particularly in recognizing its social and emotional benefits, such as fostering empathy, teamwork, and respect for diversity. Teachers strongly aligned their philosophical beliefs with the principles of inclusive education, affirming that all learners have the right to study together in mainstream classrooms. However, challenges emerged in areas with the lowest mean ratings, including insufficiency of instructional resources, unmanageable class sizes, and uneven access to professional training. Correlation results showed that teaching experience, number of trainings attended, and exposure to students with diverse disabilities significantly influenced teachers’ preparedness and attitudes. The study concludes that while teachers are supportive of inclusion, logistical and systemic barriers hinder full implementation. To address these challenges, an Action Plan was developed focusing on capacity-building programs, provision of adequate resources, strengthened collaboration, and parent-community involvement. Ultimately, this research contributes to enhancing inclusive practices by offering practical interventions to improve teacher readiness and create more equitable learning environments.