Investigating Science Teachers’ Attitudes toward Inclusive Practices for Students with Diverse Learning Needs: A Qualitative Approach

This study explores science teachers’ attitudes toward inclusive practices for students with diverse learning needs, focusing on their beliefs, experiences, and challenges in implementing inclusive education. Grounded in the Theory of Planned Behavior, the Tripartite Model of Attitude, and the Inclusive Pedagogy Framework, the research adopts a qualitative interpretative phenomenological analysis (IPA) approach. Data are collected through in-depth, semi-structured interviews with purposively selected teachers at Makilala Central Elementary School in the Cotabato Division. The study aims to understand how teachers’ self-efficacy, prior training, and contextual factors such as school resources, collaboration, and cultural perceptions influence their attitudes and instructional practices. Findings are expected to reveal the complexities of teachers’ cognitive, affective, and behavioral responses to inclusion, as well as the barriers they encounter, including limited training and insufficient support systems. The study highlights the critical role of professional development and institutional support in fostering positive attitudes and effective inclusive teaching practices. Ultimately, the research contributes to advancing inclusive science education by providing insights that inform teacher training programs, policy development, and future research.