Teachers' Perceptions, Collaborative Efforts, and Implementation Strategies in Inclusive Education

This study examined teachers’ perceptions of inclusive education, collaborativeefforts, and strategies for strengthening inclusive practices. A quantitative descriptivecorrelational research design was employed involving 72 teaching personnel, includingKindergarten to Grade 6 teachers, Special Needs Education teachers, and the school principal,selected through purposive sampling. Data were collected using a structured surveyquestionnaire and analyzed through frequency, percentage, weighted mean, standarddeviation, and Pearson product-moment correlation. Findings revealed favorable perceptionsof inclusive education, collaborative efforts and strategies for improving inclusive education.Despite these favorable assessments, respondents expressed uncertainty regarding the effectsof inclusion on other learners, clarity of professional roles, support from Special NeedsEducation teachers, and the adequacy of available resources. Results further showed asignificant moderate positive relationship between perceptions of inclusive education andcollaborative efforts, with a correlation coefficient of .581 and a probability value below .001.A significant moderate positive relationship was likewise found between perceptions ofinclusive education and improvement strategies, with a correlation coefficient of .501 and aprobability value below .001. The findings highlight the importance of clearly definedresponsibilities, sustained collaboration, professional development, learner support, effectiveclassroom management, and adequate resources in strengthening inclusive education. Basedon the results, an intervention plan was proposed to reinforce institutional and professionalsupport for inclusive practices at the school.