Assessing Teachers' Individual Traits and Perspectives on Inclusive Education

Abstract

Inclusive education implementation in educational institutions has presented teachers with various challenges in accommodating learners with special needs. This descriptive-correlational research investigated the relationship between personal attributes and attitudes toward inclusive education among 55 general education teachers at Mandaue City Comprehensive National High School. The study utilized a modified survey questionnaire comprising five sections: teaching background, brief resilience scale, self-esteem scale, optimism assessment, and teachers' attitudes toward inclusion. Statistical analysis employed frequency count, weighted mean, percentage, and Pearson's R-value. The findings revealed that most respondents were female teachers with diverse academic specializations and varying years of teaching experience. While respondents demonstrated high levels of resiliency, self-esteem, and optimism, the study found no significant correlation between these personal attributes and their attitudes toward inclusive education (r=0.231, p>0.05). This suggests the need for a comprehensive intervention plan to enhance teachers' capacity for inclusive education and ensure the successful integration of all students in regular classrooms.