TEACHERS' READINESS IN INCLUSIVE EDUCATION: LEARNING RESOURCES AND PEDAGOGY IN TEACHING

Abstract: This research examines the readiness of teachers to adopt inclusive education practices, focusing on their access to learning materials and understanding of differentiated teaching methods to meet diverse learners' needs. Using a random sampling method, 160 permanent teachers with at least three years of service from three districts in the Schools Division of the City of Mati participated. A survey questionnaire assessed their readiness for inclusive education. Results revealed a high level of teacher readiness (mean = 4.23) and strong pedagogical formation (mean = 4.40), with teachers generally perceiving learning resources as adequate (mean = 4.16). Statistical analysis showed significant positive relationships between teacher readiness, pedagogical competence, and resource availability. Age was the only demographic factor with a significant effect on readiness and related variables. The hypothesis of significant relationships among readiness, pedagogy, and resource availability was rejected. The study concludes that enhancing teacher training, improving access to learning materials, and strengthening policy and leadership support are essential for effective inclusive education implementation. Keywords: inclusive education, pedagogy, learning resources. Title: TEACHERS’ READINESS IN INCLUSIVE EDUCATION: LEARNING RESOURCES AND PEDAGOGY IN TEACHING Author: Elsie U. Idul International Journal of Novel Research in Education and Learning ISSN 2394-9686 Vol. 12, Issue 3, May 2025 - June 2025 Page No: 65-78 Novelty Journals Website: www.noveltyjournals.com Published Date: 29-May-2025 DOI: https://doi.org/10.5281/zenodo.15543290 Paper Download Link (Source) https://www.noveltyjournals.com/upload/paper/TEACHERS’%20READINESS%20IN%20INCLUSIVE-29052025-2.pdf