Teachers’ Preparedness Towards Mathematics Instruction and Strategies Used in Inclusive Classroom Education

Abstract

This study examined teachers’ preparedness during mathematics instruction and the implementation of strategies in inclusive classrooms among selected public secondary schools in the Division of La Union during School Year 2018–2019. Grounded in the Universal Design for Learning framework and Vygotsky’s Social Constructivist Theory, the study employed a quantitative descriptive-correlational design using stratified and simple random sampling. Data were collected through a self-made questionnaire that demonstrated good content validity and high reliability and were analyzed using mean, standard deviation, and Pearson Product Moment Correlation Coefficient. Teachers demonstrated a very high overall level of preparedness (M = 4.35, SD = .542) in terms of training, skills, knowledge, and resources. The overall implementation of inclusive classroom strategies was high (M = 4.13, SD = .575), with peer tutoring rated very high and visual support, flexible seating, and step-by-step scaffolding rated high. Significant relationships were found between all dimensions of teacher preparedness and the four inclusive classroom strategies, indicating that preparedness was associated with strategy implementation. The study concluded that teacher preparedness is important in supporting responsive and inclusive mathematics instruction. Continuous professional development, supportive school environments, capacity-building activities, and instructional strategies responsive to individual learner needs were recommended. The study aligns with SDG 4 – Quality Education by supporting inclusive and equitable educational opportunities for learners with diverse needs. It contributes to educational and institutional sustainability by providing evidence that may inform sustained professional development, inclusive instructional practices, and school support for learner diversity.