Teachers’ Readiness and Teaching Performance in Inclusive Education: Their Relationship to the Implementation of Inclusive Education Program

Abstract

The study investigates the relationship between teachers’ readiness and teaching performance in implementing an Inclusive Education (IE) program. The aim is to understand how teachers’ preparedness to educate students with diverse learning needs influences their overall performance in inclusive classrooms. It also examines the impact of teacher readiness on performance based on IPCRF. The study shows that teachers are somewhat ready (3.19) in Classroom Instruction, Curriculum Content, Assessment of Students’ Performance, and Evaluating and Monitoring Students’ Progress. Teachers perceive that access, quality, and participation are practiced in inclusive education moderately (2.68). Meanwhile, 73.20-73.71% of the teacher respondents received an outstanding rating during the School Year 2021-2022. The number of training and seminars attended significantly relates to teacher readiness. Sex impacted teacher performance in this study, reflective of previously published studies that looked at sex and performance. Additionally, there is a positive correlation between the extent of implementation and access, quality, participation, and implementation. There are no significant relationships between Readiness, Extent of Implementation, with performance. Recommendations were given at the end of this study conducted in the elementary school of La Trinidad Benguet. The study recommends incorporating more recent evidence-based training and methods, e.g., UDL, DIW, and PBIS, that general education teachers can apply in their inclusive education classes to improve teacher readiness and student academic outcomes.