Management Practices and Institutional Readiness for Inclusive Education in a Philippine State University: Basis for Transformative Strategies

Abstract

This study examined the perspective of key officials and faculty/staff in the extent of management practices (planning, organizing, staffing, leading, controlling, budgeting) of MinSU as factors to determine the institution’s readiness for inclusive education. A total of 252 respondents, 42 key officials and 210 faculty/staff. The results showed that management practices across functions exhibited very evident practice of strategies as perceived by both groups of respondents. The highest overall mean rating is in terms of planning under the extension function, while the lowest is in terms of planning of production function. Using One-Way ANOVA, assessment revealed that there are significant differences existing among practices, as well as functions of the institution. It was also revealed that among all practices, planning, staffing, and leading were primary areas that require improvement and strengthening for implementation of inclusive education. The study therefore recommends the university to establish a more transparent organization and enhance management practices through forums, meetings, and knowledge sharing. This approach should ensure that all employees, regardless of their level of responsibility, have opportunity to express their voices and opinions for the realization of shared goals of inclusive education.