Examining How School Assistance Affects Teachers’ Inclusive Teaching Practices
Main Article Content
Abstract
This study aimed to determine the relationship between school support and the implementation of inclusive education among teachers at Liloan Central School during the 2025–2026 school year, serving as a basis for a proposed Action Plan. The demographic profile of the respondents—including age, gender, educational attainment, length of service, and teaching position—was collected to provide context for interpreting the results. Data were gathered through a structured survey questionnaire measuring teachers’ perceived level of school support and their application of inclusive education practices in classrooms. Descriptive statistics, including frequency counts, percentages, and weighted means, were used to analyze the level of school support and extent of implementation, while Pearson’s correlation coefficient was applied to examine the relationship between the two variables. Findings revealed that the majority of respondents were female, mid-career teachers, with many holding a bachelor’s degree and occupying entry-level positions. Teachers generally perceived moderate to high levels of school support, particularly in the provision of teaching materials, administrative encouragement, and guidance on lesson adaptation. Inclusive education practices were implemented often, with frequent use of inclusive assessments, collaboration with SPED specialists, and classroom management strategies that promote inclusion. However, modifying teaching strategies and maintaining high academic expectations for all students were less frequently applied. Correlation analysis indicated a negligible and non-significant relationship between perceived school support and the extent of implementation, suggesting that other factors, such as teacher competence and motivation, play a greater role in inclusive education practices. The study recommended the implementation of an Action Plan.
Article Details
Issue
Section
How to Cite
References
1. Abuda, A., Pinili, L., Mangubat, R., Espina, R., Sitoy, R., & Taghoy, J. (2025). Understanding Teacher Support in Inclusive Learning Environments. International Journal of Educational Studies, 8(2), 92-99.
2. Azevedo, H., Barat, B., Coelho, V., Machado, F., Soares, M., Dias, P., ... & Peixoto, C. (2025). Exploring teachers' attitudes towards inclusive education: Role of self‐efficacy and perceived school climate. Journal of Research in Special Educational Needs.
3. Baş, G. (2022). Factors influencing teacher efficacy in inclusive education. Australasian Journal of Special and Inclusive Education, 46(1), 19-32.
4. Byrd, D. R., & Alexander, M. (2020). Investigating special education teachers’ knowledge and skills: Preparing general teacher preparation for professional development. Journal of Pedagogical Research, 4(2), 72-82.
5. Chai, J., & Ye, J. H. (2024). A social network analysis of college students’ online learning during the epidemic era: A triadic reciprocal determinism perspective. Heliyon, 10(6).
6. Charitaki, G., Kourti, I., Gregory, J. L., Ozturk, M., Ismail, Z., Alevriadou, A., ... & Demirel, C. (2024). Teachers’ attitudes towards inclusive education: a cross-national exploration. Trends in Psychology, 32(4), 1120-1147.
7. Chow, W. S. E., & Sharma, U. (2024). Are in-service teachers supported in Hong Kong? Teachers’ perceived support needs in the implementation of inclusive education. International Journal of Inclusive Education, 28(11), 2546-2562.
8. Chow, W. S. E., de Bruin, K., & Sharma, U. (2024). A scoping review of perceived support needs of teachers for implementing inclusive education. International Journal of Inclusive Education, 28(13), 3321-3340.
9. Cornelius, K. E., Rosenberg, M. S., & Sandmel, K. N. (2020). Examining the impact of professional development and coaching on mentoring of novice special educators. Action in Teacher Education, 42(3), 253-270..
10. Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
11. Crispel, O., & Kasperski, R. (2021). The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms. International Journal of Inclusive Education, 25(9), 1079-1090.
12. Demchenko, I., Maksymchuk, B., Bilan, V., Maksymchuk, I., & Kalynovska, I. (2021). Training future physical education teachers for professional activities under the conditions of inclusive education. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 191-213
13. Desombre, C., Delaval, M., & Jury, M. (2021). Influence of social support on teachers' attitudes toward inclusive education. Frontiers in Psychology, 12, 736535.
14. Desombre, C., Delaval, M., & Jury, M. (2021). Influence of social support on teachers' attitudes toward inclusive education. Frontiers in Psychology, 12, 736535.
15. Dignath, C., Rimm-Kaufman, S., van Ewijk, R., & Kunter, M. (2022). Teachers’ beliefs about inclusive education and insights on what contributes to those beliefs: a meta-analytical study. Educational Psychology Review, 34(4), 2609-2660.
16. Donath, J. L., Lüke, T., Graf, E., Tran, U. S., & Götz, T. (2023). Does professional development effectively support the implementation of inclusive education? A meta-analysis. Educational Psychology Review, 35(1), 30.
17. Douglass, M. (2020). Examining teacher global citizenship through the lens of Bandura’s triadic reciprocity (Doctoral dissertation).
18. Eisenberger, R., Rhoades Shanock, L., & Wen, X. (2020). Perceived organizational support: Why caring about employees counts. Annual review of organizational psychology and organizational behavior, 7(1), 101-124.
19. Elwakil, F. R. (2024). The effect of social support on attitudes towards inclusive education and self‐efficacy among pre‐service special education teachers in Egypt. Journal of Research in Special Educational Needs, 24(3), 612-626.
20. Emmers, E., Baeyens, D., & Petry, K. (2020). Attitudes and self-efficacy of teachers towards inclusion in higher education. European Journal of Special Needs Education, 35(2), 139-153.
21. Espina, R. C., & Cagape, W. E. (2021). Teacher perceptions and collaborative efforts in inclusive education: A path to effective implementation. International Journal of Educational Research, 19(1), 1–15.
22. Faragher, R., Chen, M., Miranda, L., Poon, K., Rumiati, Chang, F. R., & Chen, H. (2021). Inclusive education in Asia: Insights from some country case studies. Journal of Policy and Practice in Intellectual Disabilities, 18(1), 23-35.
23. Firmanto, A., Sumarsono, P., & Nur, F. (2025). Community Socio-Cognitive Characteristics and Perceptions of Inclusive Education. KnE Social Sciences.
24. Herman, K. C., Sebastian, J., Eddy, C. L., & Reinke, W. M. (2023). School leadership, climate, and professional isolation as predictors of special education teachers’ stress and coping profiles. Journal of Emotional and Behavioral Disorders, 31(2), 120-131.
25. Hofer, S. I., Nistor, N., & Scheibenzuber, C. (2021). Online teaching and learning in higher education: Lessons learned in crisis situations. Computers in Human Behavior, 121, 106789.
26. Holmqvist, M., & Lelinge, B. (2021). Teachers’ collaborative professional development for inclusive education. European Journal of Special Needs Education, 36(5), 819-833.
27. Jimenez, J. A. (2023). Inclusive education: Navigating the implementation and challenges among public elementary teachers in Las Piñas City, Philippines. Journal of Educational Research and Practice, 13(2), 45–58.
28. Kuyini, A. B., Desai, I., & Sharma, U. (2020). Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana. International Journal of Inclusive Education, 24(14), 1509-1526.
29. Kuyini, A. B., Desai, I., & Sharma, U. (2020). Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana. International Journal of Inclusive Education, 24(14), 1509-1526.
30. Lambrecht, J., Lenkeit, J., Hartmann, A., Ehlert, A., Knigge, M., & Spörer, N. (2022). The effect of school leadership on implementing inclusive education: How transformational and instructional leadership practices affect individualised education planning. International Journal of Inclusive Education, 26(9), 943-957.
31. Lelinge, B., & Alwall, J. (2022). School Improvement and Teachers' Collaborative Professional Development for Inclusive Education: A Swedish Case. International Journal of Whole Schooling, 18(2), 28-54.
32. Mahmood, A., Huang, X., & Rehman, N. (2025). The role of teachers and administrators in supporting the adaptation of students with special needs in mainstream high schools. Quality Education for All, 2(1), 35-54.
33. Meyers, M. C., van Woerkom, M., Paauwe, J., & Dries, N. (2020). HR managers’ talent philosophies: prevalence and relationships with perceived talent management practices. The International Journal of Human Resource Management, 31(4), 562-588.
34. Mudhar, G., Ertesvåg, S. K., & Pakarinen, E. (2024). Patterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, and collegial collaboration. European journal of special needs education, 39(3), 446-462.
35. Ní Bhroin, Ó., & King, F. (2020). Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans. European Journal of Teacher Education, 43(1), 38-63.
36. Peteros, E. D., & Zaragoza, I. D. (2022). Teachers' perceptions on their competence and the benefits of inclusive education. Cypriot Journal of Educational Sciences, 17(3), 102–115.
37. Presbitero, A., & Teng-Calleja, M. (2023). Job attitudes and career behaviors relating to employees' perceived incorporation of artificial intelligence in the workplace: a career self-management perspective. Personnel Review, 52(4), 1169-1187.
38. Rawashdeh, A. M., & Tamimi, S. A. (2020). The impact of employee perceptions of training on organizational commitment and turnover intention: An empirical study of nurses in Jordanian hospitals. European Journal of Training and Development, 44(2/3), 191-207.
39. Ridwan, M., Mulyani, S. R., & Ali, H. (2020). Improving employee performance through perceived organizational support, organizational commitment and organizational citizenship behavior. Systematic Reviews in Pharmacy, 11(12).
40. Salayo, J. D., & Reyes, N. R. D. (2021). Inclusive education in Philippine secondary schools: Teachers' readiness and competencies study. International Journal of Educational Research, 20(2), 25–40.
41. Schunk, D. H., & DiBenedetto, M. K. (2020). Social cognitive theory, self-efficacy, and students with disabilities: Implications for students with learning disabilities, reading disabilities, and attention-deficit/hyperactivity disorder. In Handbook of educational psychology and students with special needs (pp. 243-261). Routledge.
42. Sugiarti, E., Finatariani, E., & Rahman, Y. T. (2021). Earning cultural values as a strategic step to improve employee performance. Scientific Journal of Reflection: Economic, Accounting, Management and Business, 4(1), 221-230.
43. Verčič, A. T. (2021). The impact of employee engagement, organisational support and employer branding on internal communication satisfaction. Public relations review, 47(1), 102009.
44. Werner, S., Gumpel, T. P., Koller, J., Wiesenthal, V., & Weintraub, N. (2021). Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?. PloS one, 16(9), e0257657.
45. Werner, S., Gumpel, T. P., Koller, J., Wiesenthal, V., & Weintraub, N. (2021). Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?. PloS one, 16(9), e0257657.
46. Wilson, C., Marks Woolfson, L., & Durkin, K. (2020). School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching. International journal of inclusive education, 24(2), 218-234.
47. Woodcock, S., Gibbs, K., Hitches, E., & Regan, C. (2023). Investigating teachers’ beliefs in inclusive education and their levels of teacher self-efficacy: Are teachers constrained in their capacity to implement inclusive teaching practices?. Education Sciences, 13(3), 280.
48. Xie, Z., Deng, M., & Ma, Y. (2023). Measuring social support perceived by inclusive education teachers in China. Asia Pacific Journal of Education, 43(1), 219-235