Volume : 12, Issue : 1, JAN 2026

INVESTIGATING THE BELIEFS AND ATTITUDINAL PERSPECTIVES OF TEACHERS ON INCLUSIVE EDUCATION

ELMER C. LARGO

Abstract

This quantitative descriptive-correlational study investigated the beliefs and attitudinal perspectives of 30 teachers on inclusive education at Eugenio V. Amores Memorial High School, Sagbayan, Bohol, during the 2025-2026 school year. Utilizing the validated SACI (Sentiments, Attitudes, and Concerns about Inclusive Education) scale, the research measured cognitive, affective, and behavioral dimensions. Findings revealed that teachers held very strong positive cognitive beliefs about the benefits of inclusion (M=4.66) and reported consistently implementing inclusive behavioral practices in their classrooms (M=4.30). However, they also expressed moderate agreement with certain misconceptions, primarily concerning increased workload. Significantly, teachers often experienced affective challenges, including feelings of insufficient competence to teach students with SEN and discomfort regarding their role in the inclusive process, particularly among older educators. Regression analysis indicated that demographic factors (age, gender, education, experience, grade level) were not significantly related to most attitudinal variables, except for a positive correlation between age and role-related discomfort. The study concludes that while teachers are philosophically committed and behaviorally active in inclusive education, persistent affective and practical barriers such as perceived lack of competence, role ambiguity, and workload concerns hinder optimal implementation. To address these gaps, the study proposes a targeted Action Plan focused on capacity-building, collaborative support, and systemic strategies to translate positive attitudes into more effective and sustainable inclusive practices.

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IESRJ

International Educational Scientific Research Journal

E-ISSN: 2455-295X

International Indexed Journal | Multi-Disciplinary Refereed Research Journal

ISSN: 2455-295X

Peer-Reviewed Journal - Equivalent to UGC Approved Journal

Peer-Reviewed Journal

Article No : 16

Number of Downloads : 37

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