Publication Details
Abstract
The level of preparedness of 50 randomly selected general education teachers to implement inclusive education at Cebu City Don Carlos A. Gothong Memorial National High School for the school year 2026-2027 was determined in this descriptive correlational study. Using an adapted standardized survey, findings indicated that most respondents were highly experienced females holding bachelor’s degree (74%) but 72% of them had no formal training in inclusive education. Yet, teachers had a “Highly Ready” Attitude (4.29) toward inclusion that reflects a strong affective commitment, despite the absence of systemic professional development. However, they were only “Moderately Ready” in foundational Knowledge (3.39) and “Ready” in practical Skills (3.41) which resulted in an overall “Ready” status (3.70). Inferential analysis revealed no significant relationship between teachers’ demographic profiles and their overall readiness. The study reveals that a strong moral commitment of the faculty covers up critical weaknesses in technical and pedagogical skills across all demographic segments. The study recommends a localized Action Plan addressing these instructional gaps, including contextualized LAC sessions, peer- mentoring with SPED experts, and hands-on workshops on differentiated instruction and clinical assessment.