Regular Teachers’ Competence in Managing Conflicting Curriculum Demands in Inclusive Education

This study examined the relationship between the workload of regular teachers and their ability to navigate conflicting curriculum demands in inclusive classrooms at Bago Elementary School during School Year 2025–2026. A descriptive-correlational research design was employed. The study involved regular teacher-respondents selected through purposive sampling. Data were gathered using an adapted survey questionnaire that measured teachers’ ability to navigate conflicting curriculum demands and their workload in managing curriculum and classroom responsibilities. Frequency, percentage, weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient were used to analyze the data. Results showed that the respondents generally demonstrated the ability to navigate conflicting curriculum demands in inclusive classrooms, particularly in using differentiated instructional strategies, maintaining learner engagement, and adjusting teaching approaches. However, they experienced workload demands associated with balancing curriculum requirements and inclusive practices, preparing instructional materials, completing instructional tasks, and managing administrative responsibilities. The findings also showed that teachers had limited time for lesson planning, curriculum planning, and collaboration. Correlation analysis revealed a weak positive but statistically insignificant relationship between teachers’ workload and their ability to navigate conflicting curriculum demands. The study concluded that workload was not significantly associated with teachers’ perceived ability to manage conflicting curriculum demands. It recommended the development and implementation of an Action Plan addressing instructional adaptation, curriculum management, workload concerns, and support mechanisms for inclusive education.