Measuring Teachers' Personal Characteristics and Perspectives on Inclusive Education

Abstract

In the implementation of inclusive education to all educational institutions our teachers have been facing different challenges in handling learners with special needs. This descriptive-correlational research study investigated the correlation between two specific variables: teachers' personal attributes and attitudes of 52 general education teachers towards inclusive education at Bankal National High School in Lapu-Lapu City Division. The instrument consisted of five parts; teaching background of the respondents, brief resilience scale, self-esteem scale, optimism assessment, teachers’ level of attitude towards inclusion, and the relationships between the personal attributes and attitudes of the respondents towards inclusive education. The findings revealed that most of the respondents were female in their late twenties to mid-thirties; with a high level of educational attainment, most had earned master's level units; respondents represented a diverse range of specializations; almost half of the respondents had six to ten years of teaching experience; and the respondents reported high levels of resiliency, self- esteem, and optimism, as well as a high level of positive attitudes towards inclusive education. However, the study found that there are no significant relationships between the respondents' personal attributes on resiliency and their attitudes towards inclusive education (r=0.231, p=0.099). On the other hand, the study also found a weak positive and significant relationship between Personal attributes on self-esteem and optimism and their attitudes towards inclusive education (r=0.416, p=0.002). Therefore, a comprehensive intervention plan that addresses these factors is necessary to empower general education teachers and promote the successful inclusion of all students in regular classrooms.