Non-SPED Teachers' Preparedness and Coping Mechanisms in Inclusive Education

Inclusive education focuses on integrating diverse learners into regular classrooms, but non-special education teachers frequently encounter challenges in effectively managing such environments. This study sought to address the existing gap by investigating the preparedness and coping strategies which employed by regular teachers in schools around Cagayan de Oro City that offer inclusive education. It also examined the significant relationship between their preparedness and coping mechanisms and identified which independent variables singly or in combination predicts their coping mechanisms. Using a correlational and causal research designs, the study surveyed 105 non-SPED teachers who were selected through stratified random sampling using Slovin’s Formula with an adapted questionnaire. Mean, Standard Deviation, Pearson Product Moment Correlation Coefficient and Multiple Linear Regression were utilized to analyze and interpret the data gathered. Key findings revealed that non-SPED teachers are highly prepared in inclusive education, and they have high coping mechanisms. There is a high positive correlation between preparedness and coping mechanisms. Moreover, the non-SPED teachers’ preparedness are strong predictors for their coping mechanisms. Training and resources are important for non-SPED teachers in order to cope with the challenges being in the inclusive classes. This suggests that schools need to continually prioritize holistic teachers’ development programs and equitable resource distribution to sustain non-SPED teachers’ preparedness and coping mechanisms and ultimately enhance learning outcomes for all students in inclusive education settings.