Secondary Teachers and Administrators’ Attitude Towards Inclusive Education
Keywords:
inclusive education, quantitative approach, likert scale, learning environment, professional developmentAbstract
This study investigates high school teachers' and administrators' attitudes towards Inclusive Education in the Philippines, focusing on factors such as teaching experience, gender, highest educational attainment, and expertise in special education. Utilizing a quantitative approach, surveys were administered to a diverse sample from Region VIII, including Leyte, Southern Leyte, and Samar. Findings reveal diverse attitudes influenced by demographic and professional characteristics, with notable concerns about the adequacy of training and support for special education. Regression analysis highlighted teaching experience, gender, and expertise in special education as significant factors shaping attitudes. While experienced teachers and those with higher expertise levels exhibited fewer positive attitudes, male teachers tended to hold more favorable views. The study underscores the need for targeted interventions and professional development to foster positive attitudes and support Inclusive Education. By addressing training gaps and promoting legal understanding, educational institutions can develop inclusive learning environments that accommodate all students, thereby enhancing equity and providing greater access to quality education.
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