Attitudes of general education teachers toward the inclusion of learners with diverse needs in public school

Abstract

This study examined the attitudes of general education teachers toward the inclusion of learners with diverse needs in San Miguel Elementary School as a basis for developing a proposed inclusive training program during the school year 2025-2026. Specifically, it explored teachers’ awareness of inclusive education, perceived benefits, challenges in implementation, and strategies used in inclusive classrooms. A qualitative phenomenological research design was employed, with fifteen (15) general education teachers selected through purposive sampling. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke’s (2006) thematic analysis framework. Findings revealed that teachers demonstrated strong awareness of inclusive education, emphasizing equity, participation, and learner-centered instruction. They perceived inclusion as beneficial in promoting equal learning opportunities, respect and acceptance of differences, and learners’ confidence and participation. However, teachers reported challenges, such as managing diverse learner needs, limited instructional materials and resources, classroom management difficulties, and insufficient training and institutional support. Despite these challenges, teachers employed various strategies including differentiated instruction, individualized support, encouragement of learner participation, and the creation of a positive classroom environment. The study concludes that while general education teachers in San Miguel Elementary School hold positive attitudes toward inclusive education, effective implementation is constrained by systemic and instructional challenges. Strengthening teacher’s competencies through professional development and enhancing institutional support are essential to sustain inclusive practices. Based on the findings, an inclusive training program is proposed to enhance teachers’ competencies and support effective inclusion.