INVESTIGATING THE RELATIONSHIP BETWEEN TEACHERS’ COMPETENCE, PREPAREDNESS, AND THEIR ATTITUDES TOWARD INCLUSIVE EDUCATION

Marjorie B. Cabigas, Jemelyn V. Rallos, Miguel Lorenzo A. Delima, Jamaica Amor Abella, Melotte Marina Z. Kintanar, Ruby Rose P. Zambrano

Abstract


This study investigated the influence of teachers’ competence and preparedness on their attitudes toward inclusive education at the identified public elementary schools implementing inclusion in Cebu, Philippines, using a descriptive-correlational design. The respondents of the study were the 311 general education teachers who were identified using simple random sampling and answered the adopted survey questionnaires. The data were analyzed using frequency count, percentage, weighted mean, standard deviation, and Pearson’s r. The results showed that the teachers were generally competent and had positive attitudes toward inclusive education. Moreover, the teachers are prepared in handling inclusive classes in terms of their psychological abilities and skills, but are moderately prepared in terms of their physical resources. The correlation analysis showed a negligible positive significant relationship between competence and attitudes, and a weak positive significant relationship between preparedness and attitudes. Hence, it is recommended that school administrators address teachers’ professional needs by providing adequate knowledge, skills, resources, and support to promote greater confidence and commitment to inclusive education.

 

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general education teachers, competence, preparedness, attitudes, inclusive education

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References


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DOI: http://dx.doi.org/10.46827/ejse.v11i6.6389

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