READINESS OF PUBLIC SCHOOLS ON INCLUSIVE EDUCATION: AN INPUT FOR CAPACITY BUILDING

The main objective of this study was to assess teachers’ readiness for inclusive education across four domains—cognitive, affective, behavioral, and support systems—in the Division of Angeles City during School Year 2025–2026. Using stratified random sampling, 238 teachers were selected from a population of 2,766. Findings revealed that teachers were moderately ready to implement inclusive education across all four domains. They demonstrated adequate knowledge of inclusive education laws and policies, positive attitudes toward inclusion, and generally respectful and open behaviors toward diverse learners. However, many teachers continued to experience challenges in the consistent application of inclusive practices, particularly in assessment, classroom accommodation, and instructional implementation. Results further showed that teacher readiness across all domains had significant associations with inclusive education training and school size, and in some cases, with educational attainment. Teachers who had attended relevant training and those assigned to large or very large schools consistently exhibited higher levels of readiness. These findings emphasize the crucial role of professional development and institutional capacity in strengthening inclusive teaching competencies. Training not only enhanced teachers’ knowledge and instructional strategies but also improved their confidence, attitudes, and collaboration with colleagues, reinforcing the importance of continuous and meaningful professional learning. Teachers also identified five priority areas for further development: peer mentoring with experienced SPED or inclusive teachers, seminar-workshops on inclusive teaching strategies, hands-on training in differentiated instruction, classroom management for diverse learners, and the development of inclusive teaching materials. These priority areas reflect the need for sustained guidance, practical support, and capacity-building to enhance effective inclusive education implementation.