Exploring the Influencing Factors on Inclusive Classroom Practices of Teachers in a Public School

Abstract

This descriptive-correlational study examined factors associated with inclusive classroom practices among 49 inclusion teachers in two public elementary schools in Bohol, Philippines. An adapted semi-structured questionnaire gathered data on teacher profiles, attitudes toward inclusion, collaboration, professional-development needs, logistical concerns, and inclusive classroom practices for learners with special educational needs (LSENs). Most respondents held bachelor’s degrees and had one to five years of experience teaching LSENs. Teachers reported positive attitudes toward inclusion and valued collaboration but identified continuing needs for training, resources, assistive technology, and expert support. Multiple regression analysis showed that attitudes, collaboration, professional-development needs, and logistical concerns did not significantly predict reported inclusive classroom practices. The findings suggest that school-specific conditions may influence inclusive implementation beyond the variables examined. A school-based enhancement plan is recommended.