Gauging The Personal Attributes and Attitudes of Teachers Toward Inclusive Education

Abstract

This study assessed the personal attributes and attitudes of teachers toward inclusive education. The study was conducted at Mandaue City Sped Center High School (MCSCHS) for the school year 2023-2024. Using universal sampling, 58 junior high school teachers participated, completing a five-part questionnaire that included the Brief Resilience Scale, Rosenberg Self-Esteem Scale, Life Orientation Test, and an adapted attitudes towards inclusion scale. Data analysis employed frequency counts, percentages, weighted means, and Pearson's r correlation. Results revealed that respondents were predominantly female, highly educated, with diverse specializations and teaching experience. Teachers demonstrated high levels of resiliency, self-esteem, and optimism, as well as positive attitudes towards inclusive education. However, no significant relationship was found between personal attributes and attitudes towards inclusive education. The study concluded that while teachers possess strong psychological resources and positive attitudes, these attributes are not significantly related to their attitudes towards inclusive education, suggesting other factors may play a more crucial role in shaping inclusive practices. Recommendations include continued personal development for teachers, focusing on specific skills and knowledge related to inclusive education, and implementation of targeted professional development programs by school administrators to address practical challenges of inclusive education.