Volume : 12, Issue : 1, JAN 2026

ASSESSING ATTITUDES AND BELIEFS OF TEACHERS TOWARDS INCLUSIVE EDUCATION

LENY R. ROSELLOSA

Abstract

Inclusive education aims to provide equitable learning opportunities for all students, regardless of their abilities or disabilities. Teachers’ attitudes and beliefs play a crucial role in its successful implementation, as they directly influence classroom practices and student outcomes. This study assessed the attitudes and beliefs of teachers toward inclusive education and examined factors affecting their perceptions.

A descriptive-correlational research design was employed, involving 30 teachers from public schools. Data were collected through a validated self-administered questionnaire measuring cognitive, affective, and behavioral attitudes, alongside beliefs regarding the feasibility and effectiveness of inclusive practices. Descriptive statistics summarized teachers’ responses, while correlation analyses explored relationships between demographic factors and attitudes toward inclusion.

Findings indicated that teachers generally held moderately positive attitudes toward inclusive education, recognizing its social and ethical significance. Nonetheless, many expressed challenges in implementing inclusive strategies, citing concerns over classroom management and limited resources. Significant correlations were found between teachers’ years of experience, prior training in special education, and more positive attitudes toward inclusion, suggesting that exposure and professional development enhance readiness and confidence in inclusive practices.

The study highlights the need for targeted professional development, supportive school policies, and resource provision to strengthen teachers’ knowledge, skills, and confidence. By fostering positive attitudes and beliefs, schools can improve inclusive teaching practices and create more supportive learning environments for students with diverse needs. These findings contribute to the literature on inclusive education and provide practical insights for educators, administrators, and policymakers seeking to promote effective and sustainable inclusion.

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IESRJ

International Educational Scientific Research Journal

E-ISSN: 2455-295X

International Indexed Journal | Multi-Disciplinary Refereed Research Journal

ISSN: 2455-295X

Peer-Reviewed Journal - Equivalent to UGC Approved Journal

Peer-Reviewed Journal

Article No : 14

Number of Downloads : 10

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