Faculty Experience and Professional Development as Determinants of Inclusive Teaching Practices: A Correlational Study of Elementary Teachers in Philippine Public Schools

Abstract

This research assessed faculty experience and professional development as determinants of inclusive teaching practices. The study employed a descriptive correlational design since it aimed to examine the extent of factors influencing the implementation of inclusive education, the level of inclusive teaching practices among respondents, and the significant correlation between faculty experience and professional development with inclusive education practices. Findings revealed that, with regard to the extent of factors influencing inclusive education, most elementary teachers demonstrated a moderate level of experience in adapting instruction and managing classroom challenges. Their engagement in professional development activities related to inclusive education was also moderate, yet they showed strong participation in school-based INSETs and expressed confidence in applying the knowledge and strategies acquired. Furthermore, teachers were consistent in applying inclusive instructional strategies, particularly differentiated instruction and the use of varied teaching methods, which are essential in meeting the diverse needs of learners. Based on the results, several recommendations are proposed. Schools should focus on the practical application of evidence-based strategies such as differentiated instruction, the integration of assistive technologies, and the use of behavior intervention planning to support diverse learners. It is also vital to ensure access to updated teaching and learning resources. Moreover, regular monitoring and evaluation of professional development programs must be carried out to assess

their effectiveness.