Teachers’ Capabilities and Challenges in Implementing Inclusive Education in Barili District 2

Josephine A. Lawas

Abstract


Teachers maintain an important role in implementing inclusive education practices in the Philippines, especially with the Enhanced Basic Education Act of 2013 and the Adoption of the National Inclusive Education Framework. Thus, this study investigated teachers' capabilities and challenges in implementing inclusive education in Barili District 2. It assessed teachers’ perceived knowledge of legal frameworks, skills in addressing diverse student needs, and attitudes toward assessment, alongside the challenges encountered in areas such as professional development, mentorship, resources, policy support, and gender-based differences. Utilizing a comparative descriptive design, 110 teachers and administrators from 14 elementary schools participated via a validated self-administered survey. Quantitative analysis involved descriptive statistics and an Independent Samples t-test. Results indicated that teachers in Barili District 2 reported strong knowledge of inclusive education policies (3.74) and skills in differentiating instruction (3.72). They expressed positive attitudes, particularly in collaborating for assessment (4.14). However, significant systemic challenges persisted, especially in resource adequacy (3.96), mentorship and collaborative learning (3.86), policy support (3.69), and ongoing professional development (3.67). The t-test revealed no significant gender-based differences in perceived challenges (t = -0.64, p = 0.524), underscoring the need for universal support mechanisms. Therefore, while teachers demonstrate readiness for inclusive education in theory and practice, institutional barriers, most notably resource limitations, insufficient support networks, and inconsistent policy application, remain unresolved. These findings expand local and national understanding of the operational realities of inclusion, pointing to the need for enhanced resource allocation, robust professional development, and targeted reforms in policy delivery and monitoring. Study limitations include reliance on self-reports and district-level focus. Recommendations encourage stakeholders to adopt collaborative, well-resourced, and context-specific strategies to strengthen inclusive education for all learners.

Keywords


inclusive education, teacher capabilities and challenges

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References


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DOI: http://dx.doi.org/10.52155/ijpsat.v56.1.7886

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