Teacher Readiness for Inclusive Education in Philippine Secondary Schools: Evidence from Cagayan National High School

Abstract

Inclusive education has become a global educational priority aimed at ensuring equitable learning opportunities for all learners, including those with disabilities and special educational needs. Despite policy advancements promoting inclusive practices, successful implementation largely depends on teacher preparedness and institutional readiness. This study assessed the readiness of junior high school teachers at Cagayan National High School (CNHS), Philippines, in implementing inclusive education. Specifically, it examined teachers’ knowledge, skills, attitudes, and challenges encountered in handling learners with special educational needs. A descriptive survey design was employed involving 30 junior high school teachers selected through total enumeration. Data were collected using an adapted questionnaire and analyzed using descriptive statistics. Findings revealed that teachers demonstrated a moderate-to-high level of readiness, particularly in their attitudes toward inclusion (M = 2.85), followed by skills (M = 2.70) and knowledge (M = 2.57). However, respondents acknowledged inadequate training, insufficient knowledge of disability-specific interventions, limited access to specialized instructional resources, and lack of professional development opportunities. Teachers expressed strong willingness to improve their competencies and recognized the importance of collaborative responsibility in inclusive education. The study concludes that while teachers exhibit positive dispositions toward inclusion, significant capacity-building initiatives remain necessary to enhance effective implementation. The findings underscore the importance of sustained professional development, institutional support, and resource allocation in strengthening inclusive education practices in secondary schools.