Competencies of Secondary Educators In Integrating Inclusive Practices for The Education of Diverse Students

Abstract

This study examined the competencies of secondary public-school teachers in implementing inclusive education, with a focus on evaluating teachers' knowledge, skills, attitudes, and practices. It aimed to explore the relationships between these competencies and demographic factors such as age, gender, educational attainment, and length of service, assessing variations in teacher performance influenced by these variables. A descriptive-correlational quantitative research design guided the study, and data were collected through a structured survey questionnaire administered to a sample of 30 teachers. Competencies across attitude, knowledge, skills, and practices related to inclusive education were analyzed using statistical tools like frequency counts, percentages, and Pearson’s r to identify significant correlations with demographic factors. The findings revealed that while teachers generally held positive attitudes toward inclusive education, there were notable gaps in their knowledge and skills. Significant correlations were observed between certain competencies and demographic factors, with more experienced and highly educated teachers demonstrating stronger competencies. Based on these results, the study stressed the need for targeted professional development to bridge the competency gaps identified. The study recommended implementing the Action Plan for Improving Competencies in Inclusive Education among Philippine Secondary Public-School Teachers, the output of this study, to provide structured, ongoing support and enhance teacher effectiveness in inclusive education.