Teachers’ Readiness for the Implementation of Inclusive Education Practices in General Education Classrooms

This research explored the teachers’ perceived readiness for implementing inclusive education among the identified respondents of Media Once National High School in Toledo City Division during the School Year 2026-2027. It analyzed the correlation between their perceived level of readiness and their demographic profiles. This descriptive correlational study measured variables in 25 respondents using an adapted survey questionnaire from Moosa et al. (2020). The research indicated that the predominant demographic of participants was female, with a significant portion being 51 years of age or older. The data indicate that out of 25 participants, 18 had obtained a Bachelor’s degree, accounting for 72% of the group, whilst merely seven earned a Master’s degree. Concurrently, nine respondents, 36%, possess teaching experience of 16 years or more, establishing them as the predominant group. Moreover, the predominant number of participants lacked formal training in inclusive education, with 19 individuals, accounting for 76% of the total, confirming this. Among the factors being examined, attitude attained the highest weighted mean of 4.39, with a standard deviation of 0.57, interpreted as “Highly Ready.” The results revealed that age, gender, highest level of education, teaching experience, and involvement in training sessions did not show a statistically significant association with instructors' assessed preparedness to adopt inclusive practices. Consequently, it is advisable to establish a specialized professional development initiative aimed at improving educators' skills in creating inclusive learning settings for their progression.