Non-Sped Teachers’ Perspectives on Inclusive Education Implementation: A Study of Knowledge, Attitudes, and Practice at Argao National High School

Abstract

This study assessed the Knowledge, Attitudes, and Practices (KAP) of non-Special Education (non-SpEd) teachers regarding the implementation of Inclusive Education for Learners with Special Needs at Argao National High School, Philippines, serving as a basis for a proposed action plan. Inclusive education implementation remains a critical challenge in Philippine public schools, often due to perceived underpreparedness and limited training among general education teachers. A quantitative descriptive-correlational design was employed, involving 30 non-SpEd teachers selected through purposive sampling. Data were analyzed using Weighted Mean and Pearson's r Correlation. The findings indicated that non-SpEd teachers demonstrated a moderate level of knowledge (Mean = 3.11) and held a generally positive attitude (Mean = 2.80) toward inclusive education. Notably, their actual classroom implementation was rated as highly inclusive (Mean = 3.35), suggesting a strong practical commitment despite moderate formal knowledge. Correlation analysis revealed a negative and significant relationship between knowledge and attitude (r = -0.606, p < .001), and weak, non-significant relationships between the other variables. This suggests that knowledge and attitude alone do not consistently predict the application of inclusive practices, and that external factors like administrative and resource support may be more influential. The study proposes a School-Based Strengthening of Inclusive Education Implementation action plan, titled "EmpowerED: Inclusive Teaching Initiative," to provide structured professional development and peer mentoring to bridge knowledge gaps and ensure consistent, high-quality inclusive strategies across the school.