Teachers' Instructional Adaptability and Their Capacity to Address Learning Needs in Inclusive Classrooms

This study aimed to determine teachers’ instructional adaptability and their capacity to address learning needs in inclusive classrooms, examine their relationship, and identify differences across demographic profiles. A descriptive-correlational research design was employed involving 50 teachers from Naga Central Elementary School during the School Year 2026–2027, selected through purposive sampling. Data were collected using an adapted and contextualized survey questionnaire and analyzed through descriptive statistics, Pearson product-moment correlation, and tests of significant differences. Results revealed high levels of instructional adaptability (M = 3.28, SD = 0.68) and capacity to address learning needs (M = 3.37, SD = 0.66). However, reflective teaching, differentiated instruction, instructional modifications, and identification of learners requiring additional support needed strengthening. No significant relationship was found between instructional adaptability and capacity to address learning needs (r = −0.109, p = 0.450). Instructional adaptability did not significantly differ across demographic profiles, whereas capacity to address learning needs differed significantly according to educational attainment (p = 0.032). The study concluded that teachers demonstrated strong inclusive teaching competencies, although specific practices required improvement. Implementing a school-based Action Plan emphasizing differentiated instruction, reflective practice, and learner support identification is recommended. The single-school setting, purposive sampling, and self-reported data limit the generalizability of findings. This study provides empirical evidence for targeted professional development and school-based interventions, supporting institutional decisions aimed at strengthening inclusive instructional practices and equitable learning opportunities.