Cultivating Innovative Classroom Technology for the Future: Assessing the Kindergarten Teachers' Readiness in Evolving Inclusive Settings

Abstract Based on the integrated findings from the study "Readiness of Kindergarten Teachers for Inclusive Education in Zamboanga City," this research assessed the awareness, attitudes, and competencies of receiving kindergarten teachers in implementing inclusive education programs. Employing a mixed-methods design, quantitative surveys and qualitative Focus Group Discussions (FGDs) were utilized to provide a comprehensive picture of teachers’ readiness. Results indicate that while teachers hold strong positive attitudes towards inclusive education and demonstrate general awareness, their practical preparedness and specialized skills remain limited. Significant barriers include lack of targeted training, inadequate resources, large class sizes, and insufficient systemic support. Teachers often use personal funds for materials and feel unprepared and anxious in early stages of inclusive teaching. The study highlights the gap between ideological commitment and practical readiness, underscoring the need for reforms in teacher professional development and enhanced systemic support aligned with Philippine Professional Standards for Teachers. These findings recommend policy reevaluation and emphasize collaborative efforts among teachers, SPED specialists, families, and the community to improve inclusive education implementation.