Paper Contents
Abstract
AbstractInclusive teaching practices are fundamental for ensuring that all learners, regardless of ability, have equitable access to quality education. However, elementary education teachers often face barriers such as limited training, low confidence, and inadequate resources when implementing inclusion in Philippine schools, especially in regions like Davao City. This quasi-experimental study examined the impact of a targeted professional development program on improving elementary teachers attitudes and self-efficacy toward inclusive teaching. The study involved 60 teachers from the Paquibato District, Davao City, assigned to either an intervention group, which received a structured six-week inclusive teaching training, or a control group that continued regular professional activities. Pre- and post-intervention assessments using validated scales measured changes in attitudes and self-efficacy. Results showed that teachers in the intervention group demonstrated significantly greater improvements in both attitudes and self-efficacy compared to the control group. These findings underscore the effectiveness of sustained professional development in empowering teachers to create supportive, inclusive classrooms. By addressing local challenges and gaps in teacher preparation, the study provides actionable recommendations for policy and practice. The research contributes to advancing inclusive education in the Philippines, supporting the achievement of more equitable and diverse learning environments as envisioned by national and international educational goals.Keywords: Inclusive Education, Teacher Self-Efficacy, Attitudes Toward Inclusion, Professional Development, Quasi-Experimental Study
Copyright
Copyright © 2025 Aizel Saldaa Payot. This is an open access article distributed under the Creative Commons Attribution License.
