TEACHER PREPAREDNESS AND INCLUSION CHALLENGES: MULTI-SCHOOL EVIDENCE FROM THE PHILIPPINE BASIC EDUCATION SYSTEM

Mary Nel M. Fernandez, Brenda P. Cuyos, Ruby Ann P. Vismanos, Maria Citadel D. Tugonon, Joycelyn T. Suico, Divina Chello C. Mariblanca, Lilibeth C. Pinili, Ann Frances P. Cabigon, Marjorie B. Añero, Niña Rozanne T. delos Reyes

Abstract


This multi-school investigation examined teacher preparedness and challenges in implementing inclusive education for learners with special educational needs (LSENs) within the Philippine basic education system. Employing a descriptive-correlational design, the study surveyed 182 teachers from public schools under DepEd Cebu Province Division, DepEd Talisay City Division, and a private sectarian university using a purposive sampling technique. Teacher preparedness was assessed across psychological, skills-based, and physical resource dimensions, while implementation challenges were systematically documented. Findings revealed adequate psychological preparedness among educators, yet moderate proficiency in pedagogical skills and inadequate physical infrastructure constrained effective inclusion. Challenge analysis identified specialized educator shortages and inadequate facilities as the most acute barriers, substantially outweighing relational or stakeholder difficulties. Correlation analysis demonstrated statistically significant yet weak positive relationships between all preparedness dimensions and reported challenges, suggesting that increased teacher capacity paradoxically heightens awareness of systemic inadequacies rather than eliminating them. Therefore, the convergence of these findings points out that inclusive education implementation difficulties stem primarily from structural capacity deficits rather than individual teacher unpreparedness. Sustainable inclusion quality necessitates comprehensive systemic transformation integrating professional development, resource allocation, and infrastructure enhancement—coordinated interventions addressing institutional ecology rather than isolated teacher-focused solutions.

Keywords


teacher preparedness, educational challenges, inclusive education, Philippines basic education

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References


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DOI: http://dx.doi.org/10.46827/ejse.v12i4.6705

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