Teachers’ attitudes towards inclusive education and their implications for special education practices in public schools

Abstract

In the heart of every inclusive classroom lies not just a curriculum, but the heart and mindset of the teacher who brings it to life. This descriptive-correlational study assessed teachers’ attitudes towards inclusive education and their implications for special education practices at San Fernando National High School, San Fernando, Cebu, during the school year 2025–2026. The study involved 35 teacher-respondents selected through purposive sampling. An adapted questionnaire based on Saloviita (2020) was used to gather data on respondents’ demographic profile, attitudes across four domains (beliefs about inclusion, confidence and preparedness, support and resources, and attitude towards challenges and benefits), and implemented special education practices. Data were analyzed using descriptive and inferential statistics. Findings revealed that teachers held strongly positive beliefs about inclusion and attitudes towards challenges and benefits, while confidence and preparedness, support and resources were rated at the Agree level. Significant relationships were found between age and support and resources, sex and attitude towards challenges and benefits, and years of teaching experience and confidence and preparedness. Based on the findings, an action plan entitled “Bridging Attitudes and Practices: A Capacity-Building Action Plan for Inclusive Education at San Fernando National High School” was proposed to address identified gaps in specialist guidance, assistive technology use, collaboration, and novice teacher confidence.