Teacher collaboration is an essential part of building inclusive classrooms, yet it remains a global challenge in many education systems. This study looked into how public elementary school teachers’ perceptions of inclusive education and their involvement in professional learning communities (PLCs) relate to how well they collaborate. Using a descriptive-correlational approach, data were gathered from 232 teachers through survey questionnaires, with all participants selected through total enumeration sampling. The findings revealed that both teachers’ views on inclusion and their PLC practices significantly influenced how they work together, with PLC engagement showing a slightly more substantial impact. These results support Transformative Learning Theory, which emphasizes how teachers grow by reflecting on experiences and learning collaboratively. However, the study also found that other factors not covered here still account for most of the variance in collaboration, about 87.3%, suggesting the need for further research.
Veronica T. Cole (Sat,) studied this question.