IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 6, NO. 4, DEC.

, 2024

TEACHERS’ READINESS, IMPLEMENTATION, AND MANAGEMENT

SUPPORT TO INCLUSIVE CLASSROOM
DELIE BELL S. MANALO, Ed.D
deliebellmanalo18@gmail.com
https://orcid.org/0009-0003-3291-9177
Guimaras State University
Buenavista, Guimaras, Philippines

DOI: https://doi.org/10.54476/ioer-imrj/295196

ABSTRACT

This study investigates the readiness, implementation, and management support of inclusive education
among teachers in the Schools Division of Iloilo City for the school year 2023-2024. It aims to assess
teachers' preparedness, the integration of inclusive practices in classrooms, and the systemic support
provided to educators. Grounded in the Theory of Planned Behavior and the Concerns-Based Adoption
Model, the study examines the relationship between demographic factors (age, sex, educational
attainment, length of service, and position) and teachers' readiness, implementation strategies, and
management support. Using a descriptive-correlational research design, the study involved 246 randomly
selected teachers. Data were collected through surveys assessing teachers’ confidence, effectiveness,
and empowerment in executing inclusive education. Statistical tools such as mean, standard deviation,
frequency distribution, and percentages were employed to describe the data, while t-tests, ANOVA, and
Pearson’s r correlation were used to determine significant relationships and differences across variables.
The findings reveal high levels of readiness among teachers, particularly in teaching strategies and
addressing diverse learner needs. However, challenges persist in curriculum modification and addressing
students’ physical needs, indicating areas for further professional development. Management support
emerged as a critical factor, with strong correlations between readiness, implementation, and effective
management practices. The study recommends targeted professional development, gender-specific
training, and continuous monitoring to address identified challenges and enhance the effectiveness of
inclusive education. These strategies aim to strengthen teachers’ capacity to foster inclusive learning
environments and ensure the sustainability of inclusive education practices.

Keywords: inclusive education, teacher readiness, implementation strategies, management support,

professional development, Schools Division of Iloilo City, Theory of Planned Behavior, Concerns-Based
Adoption Model

academic setting. The effectiveness of inclusive

INTRODUCTION education relies heavily on teachers who are
equipped with the necessary skills, values, and
The study focuses on the crucial role of attitudes to support diverse learners. However,
inclusive education in providing quality education to achieving successful inclusion requires not only
learners with exceptionalities, emphasizing the teacher readiness but also systemic support and
global trend of transforming regular classrooms into professional development to overcome barriers to
inclusive environments. This approach aims to learning.
ensure equal opportunities for all students, Teachers' self-efficacy is closely linked to
regardless of their abilities, by fostering a neutral their effectiveness in inclusive education. Research
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 6, NO. 4, DEC., 2024
shows that teachers with high self-efficacy focus on variables such as age, sex, educational
fostering student success, accessibility, and attainment, length of service, and position, and the
confidence, while those with lower self-efficacy dependent variables of teachers' readiness,
tend to prioritize managing student behavior. implementation, and management of inclusive
Various factors, such as subject specialization, field education. The study aims to provide valuable
experience, and educational background, influence insights to various educational stakeholders,
teachers' perceptions of their readiness for including DepEd officials, school heads, teachers,
inclusive education. In Nigeria and India, studies and local government units, to enhance the
have highlighted the importance of teacher effectiveness of inclusive education. By identifying
readiness, with teachers at Mizoram University the levels of teacher readiness and the necessary
demonstrating preparedness by adapting to new support mechanisms, the study seeks to contribute
teaching demands, particularly in the context of the to the ongoing efforts to provide accessible and
"new normal" brought about by global changes in quality education for all learners, particularly those
education. with special needs.
In the Philippines, policies like DepEd Order
117, s. 1997, mandate the institutionalization of OBJECTIVES OF THE STUDY
Special Education (SPED) programs at all
educational levels to achieve inclusive education. This study aimed to:
The Department of Education (DepEd) has
established numerous SPED centers and regular 1. assess and enhance the readiness,
schools offering inclusive education, aiming to implementation, and management support
cater to the needs of learners with special needs. of inclusive education among teachers in
Despite these efforts, there remains a significant the Schools Division of Iloilo City for the
gap in research on the specific levels of teacher school year 2023-2024.
readiness and the support systems required for 2. evaluate the level of teachers' readiness for
effective implementation of inclusive education in implementing inclusive education when
the Schools Division of Iloilo City. This study seeks analyzed according to their demographic
to address this gap by examining teachers' characteristics such as age, sex,
readiness, implementation strategies, and the educational attainment, length of service,
management support necessary to enhance and position.
inclusive education outcomes.
The theoretical framework of the study is 3. determine the extent of implementation of
grounded in the Theory of Planned Behavior (TPB), inclusive education practices among
which suggests that teachers' readiness for teachers and how these practices vary
inclusive education is influenced by their attitudes, based on their demographic profiles.
subjective norms, and perceived behavioral 4. assess the level of management support
control. These factors shape teachers' intentions provided to teachers for inclusive education
and behaviors toward inclusive practices. The and identify any significant differences in
study also incorporates the Concerns-Based support across different demographic
Adoption Model (CBAM) to understand the stages groups.
of concern that teachers experience during the
implementation of inclusive education. CBAM METHODOLOGY
provides a framework for addressing these
concerns, from initial awareness to effective The study utilized a descriptive-
practice, ensuring that support and professional correlational research design, specifically
development are aligned with teachers' evolving employing the survey method to gather data. This
needs. approach was deemed suitable for exploring the
The conceptual framework of the study relationships between the independent variables
explores the relationship between independent
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(age, sex, educational attainment, length of readiness, implementation, and management
service, and position) and the dependent variables support, and determine significant differences and
(teachers' readiness, implementation, and relationships between the variables studied.
management support in inclusive education). The study used frequency count and
The study involved 246 teachers from percentage to analyze the distribution of
various districts in the Schools Division of Iloilo City, respondents based on demographic factors. The
who were selected through random sampling from mean was used to describe the overall levels of
a total population of 947 teachers. The respondents readiness, implementation, and management
were distributed across different districts, ensuring support among teachers. The t-test and ANOVA
a representative sample that could provide were employed to identify any statistically
comprehensive insights into the state of inclusive significant differences between groups, while
education in the area. Pearson r was used to examine the relationships
Data were collected using a researcher- between the dependent variables.
made questionnaire divided into four parts: The p-value obtained from the statistical
respondents' profiles, teachers' readiness, tests served as the basis for determining whether
implementation, and management support. The to accept or reject the null hypotheses. This
questionnaire included scales to measure teachers' statistical approach provided a robust framework
confidence, effectiveness, and empowerment in for analyzing the data and drawing conclusions
implementing inclusive education strategies. These about the state of inclusive education in the
scales ranged from "Very High" to "Very Low," Schools Division of Iloilo City, offering insights into
allowing for a detailed assessment of each aspect areas that may require further attention or
of inclusive education. improvement.
The validity of the questionnaire was
established through panel validation, where RESULTS AND DISCUSSION
experts in the field reviewed the instrument to
ensure that it was clear, appropriate, and 1. Demographic Profile of Respondents
comprehensive. Suggestions from the validators
were incorporated to finalize the questionnaire. The The study revealed that the majority of
reliability of the instrument was confirmed through respondents were over 40 years old (57.3%),
a pilot test with 25 elementary school teachers, predominantly male (94.7%), and held a bachelor's
resulting in high-reliability scores for the different degree (78%). Most teachers (70.3%) had 15 years
sections of the questionnaire using Cronbach's or less of teaching experience and occupied
Alpha. positions within the Teacher I-III rank (87.4%). This
The data-gathering procedure involved demographic profile indicates a workforce with
obtaining necessary approvals from educational diverse levels of experience and qualifications.
authorities and personally distributing the These characteristics emphasize the need for
questionnaires to ensure that respondents fully tailored strategies in inclusive education that
understood the study's purpose. Both online and address the specific needs and strengths of these
printed versions of the questionnaire were used, groups. For instance, the significant presence of
with a one-week window for responses. The experienced educators highlights opportunities for
collected data were then collated, encoded, and targeted professional development to bridge
analyzed using statistical tools with the assistance generational gaps in teaching strategies.
of a statistician. The research underscores the importance of
Statistical analysis was conducted using administrative and parental support in the
various tools, including frequency count, successful implementation of inclusive education.
percentage, mean, t-test, Analysis of Variance Comia (2021) found that inclusive education in
(ANOVA), and Pearson r. These tools were Antipolo City relies heavily on active involvement
employed to describe the respondents' from school administrators, SPED teachers,
demographics, assess the levels of teachers' regular teachers, and parents, with administrative
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backing being particularly critical. Likewise, Juanbe 2.2 In terms of Gender and Readiness
(2020) highlighted the readiness of high school
teachers in special education for online teaching Male teachers displayed higher readiness
but noted the need for diverse modalities and overall, particularly in engaging diverse learners
platforms to enhance competencies further. and implementing effective strategies. While
female teachers also showed very high readiness,
their slightly lower scores suggest a potential
2. Readiness for Inclusive Education benefit from gender-specific professional
development to address these differences.
Teachers' overall readiness for inclusive
classrooms was rated as very high, particularly in 2.3 In terms of Educational Attainment and
using appropriate teaching strategies and Readiness
addressing diverse learner needs. However, lower
readiness scores were observed in curriculum Teachers with master's degrees demonstrated
modification and addressing students' physical higher readiness across most areas compared to
needs, suggesting areas where additional support those with bachelor's degrees, suggesting that
and training are necessary. This highlights the need advanced education enhances the ability to
for targeted interventions to enhance teachers' implement inclusive practices effectively.
capacity to manage the physical and curricular
aspects of inclusive education. 2.4. In terms of Length of Service and
Additionally, the success of inclusive education Readiness
heavily relies on the competence and readiness of
both special and regular teachers. Intia (2021) Both newer teachers (15 years or less) and
found that teachers exhibit high readiness in more experienced teachers (16 years or more)
pedagogy, material resources, and health and showed very high readiness. However, newer
safety protocols. However, disparities in attitudes teachers displayed slightly higher readiness in
across school locations highlight the need for engaging learners and employing diverse
location-specific strategies. Similarly, Masongsong strategies, likely reflecting the emphasis of recent
training programs on these areas.
(2020) observed that despite low formal training,
teachers in Batangas demonstrated a strong sense
3. Implementation of Inclusive Education
of efficacy in student engagement and classroom
Practices
management, emphasizing the importance of
professional development to enhance teacher Teachers' implementation of inclusive practices
effectiveness in inclusive settings. showed no significant differences based on age,
sex, length of service, or position. This finding
suggests a broadly consistent approach to
2.1. In terms of Age and Readiness inclusive education strategies across demographic
groups. It highlights the effectiveness of existing
Both younger teachers (40 years and below) frameworks and training in ensuring equitable
and older teachers (41 years and above) application of inclusive practices, irrespective of
demonstrated very high readiness for inclusive individual teacher characteristics.
education. Younger teachers excelled in
engagement and lesson implementation, while 4. Management Support for Inclusive
older teachers showed strength in creating Education
welcoming environments and applying knowledge
to diverse learners. Management support was rated highly across all
demographic categories, with no significant
differences based on age, sex, length of service, or
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position. This uniformity underscores the years or less of service. This indicates a
importance of school-wide policies and practices in balanced mix of seasoned and relatively
fostering an environment conducive to inclusive newer educators, who can bring diverse
education. Consistent administrative backing perspectives to the implementation of
provides a stable foundation for teachers to inclusive education.
implement inclusive strategies effectively and
confidently. 3. Teachers with higher educational attainment,
particularly those with master’s degrees,
5. Educational Attainment and Management exhibit higher readiness for implementing
Support inclusive education practices, suggesting that
advanced education positively influences
Interestingly, educational attainment did not teaching effectiveness in diverse classrooms.
significantly influence teachers' management
support or their implementation of inclusive 4. Regardless of age, sex, length of service, or
practices. This suggests that factors beyond formal position, teachers in the study demonstrated
education, such as institutional policies and a very high readiness to implement inclusive
ongoing professional development, play a more classroom strategies, indicating a strong
critical role in shaping teachers' effectiveness in overall commitment to inclusive education in
inclusive education. the division.

6. Correlations Between Readiness, 5. Despite the high readiness, teachers showed

Implementation, and Management lower confidence in modifying the curriculum
to meet the needs of diverse learners,
The study found significant positive correlations highlighting a critical area for improvement.
between teachers' readiness, implementation, and
management of inclusive education. High levels of 6. The study found no significant differences in
readiness were closely linked to effective the implementation of inclusive practices
implementation and management, indicating that across different demographic groups,
enhancing teacher preparedness is essential for suggesting that teachers apply these
successful inclusive education practices. This practices consistently, regardless of their
relationship emphasizes the need for background.
comprehensive teacher training and support
systems to ensure the sustainability of inclusive 7. Management support for inclusive education
education programs. is rated highly across all groups, indicating
that school leadership plays a crucial role in
CONCLUSIONS promoting and sustaining inclusive practices.

This study concluded that: 8. There is a strong positive correlation between

teachers’ readiness, implementation, and
1. The study concludes that the teaching management of inclusive education. This
workforce in the Schools Division of Iloilo City suggests that readiness directly influences
is predominantly male, with a significant how well teachers can implement and
gender disparity. This may influence the manage inclusive practices.
dynamics of inclusive education
implementation and requires consideration in 9. The study concludes that educational
future planning. attainment does not significantly impact
teachers’ management support for inclusive
2. A majority of the respondents are over 40 classrooms, suggesting that management
years old, with a significant portion having 15
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skills may be influenced by factors other than inclusive practices to identify gaps,
formal education. successes, and areas for continuous
improvement.
10. The study found that length of service does
not significantly affect teachers’ readiness, 7. Foster greater collaboration between
implementation, or management of inclusive teachers, support staff, parents, and
education, indicating that experience alone external agencies to ensure a
does not determine effectiveness in inclusive comprehensive approach to inclusive
education. education, addressing both the academic
and socio-emotional needs of students.
RECOMMENDATIONS
8. Ensure adequate resources, including
Based on the findings the following funding, personnel, and facilities, are
recommendations were drawn: allocated specifically for inclusive education
to support its successful implementation
1. Develop and implement professional across all schools.
development programs that specifically
address curriculum modification and the 9. Implement mentorship programs where
physical needs of diverse learners to more experienced teachers support newer
enhance teachers’ confidence and teachers in developing and refining their
effectiveness in these areas. inclusive education practices, leveraging
the diverse experience within the teaching
2. Introduce gender-specific training and workforce.
support mechanisms that leverage the
unique strengths of both male and female 10. Encourage ongoing research and feedback
teachers to further enhance the mechanisms to continually assess the
effectiveness of inclusive education effectiveness of inclusive education
practices. strategies, ensuring they remain responsive
to the evolving needs of both teachers and
3. Encourage teachers to pursue advanced students.
degrees and provide incentives or support
for further education, as higher educational
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AUTHOR’S PROFILE

Dr. Delie Bell S. Manalo is a dedicated

educator and lifelong learner with a BS in
Elementary Education from De La Salle University-
Dasmariñas, an MAEd in Educational
Management, and an EdD in Curriculum and
Instruction from Guimaras State University.
Currently serving as Teacher III at Iloilo Central
Elementary School in Iloilo City, Delie is passionate
about fostering inclusive and democratic learning
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MANALO, D.B.S., Teachers’ Readiness, Implementation, and Management Support to Inclusive Classroom,
pp. 141 - 147
147