Examining How School Assistance Affects Teachers’ Inclusive Teaching Practices

This study aimed to determine the relationship between school support and the implementation of inclusive education among teachers at Liloan Central School during the 2025–2026 school year, serving as a basis for a proposed Action Plan. The demographic profile of the respondents—including age, gender, educational attainment, length of service, and teaching position—was collected to provide context for interpreting the results. Data were gathered through a structured survey questionnaire measuring teachers’ perceived level of school support and their application of inclusive education practices in classrooms. Descriptive statistics, including frequency counts, percentages, and weighted means, were used to analyze the level of school support and extent of implementation, while Pearson’s correlation coefficient was applied to examine the relationship between the two variables. Findings revealed that the majority of respondents were female, mid-career teachers, with many holding a bachelor’s degree and occupying entry-level positions. Teachers generally perceived moderate to high levels of school support, particularly in the provision of teaching materials, administrative encouragement, and guidance on lesson adaptation. Inclusive education practices were implemented often, with frequent use of inclusive assessments, collaboration with SPED specialists, and classroom management strategies that promote inclusion. However, modifying teaching strategies and maintaining high academic expectations for all students were less frequently applied. Correlation analysis indicated a negligible and non-significant relationship between perceived school support and the extent of implementation, suggesting that other factors, such as teacher competence and motivation, play a greater role in inclusive education practices. The study recommended the implementation of an Action Plan.