Inclusive Education Environment As Moderator on Faculty Support and Pedagogical Accomplishment of Teachers

The present study aimed to assess whether the inclusive education environment moderates the relationship between faculty support and teachers' pedagogical accomplishment. The study involved 178 public elementary school teachers from Digos Oriental District, Digos City, selected using stratified random sampling. A non-experimental quantitative research design employing a descriptive-correlational approach was utilized. Data collected were analyzed using statistical tools such as mean, partial correlation, and regression analysis. Descriptive analysis showed that faculty support, pedagogical accomplishment of teachers, and inclusive education environment were rated as moderately extensive. Further, correlation analysis demonstrated that there was a significant relationship between faculty support and pedagogical accomplishment of teachers in Digos Oriental District, Digos City when moderated by an inclusive education environment. Evidently, regression analysis proved that an inclusive education environment has a significant moderating effect on the interaction between faculty support and pedagogical accomplishment of teachers in Digos Oriental District, Digos City. The researcher recommended that further studies identify the key variables involved in inclusive education environments, faculty support, and pedagogical accomplishment. The findings are recommended for publication in a reputable research journal for further utilization. 

≤