Volume : 12, Issue : 1, JAN 2026

EXAMINING TEACHERS’PERCEPTIONS AND MINDSETS TOWARDS INCLUSIVE EDUCATION

GRACECIL A. CABA?ERO

Abstract

Inclusive education promotes equal learning opportunities for all students, including those with disabilities and diverse learning needs, within mainstream classroom settings. Teachers play a pivotal role in the effective implementation of inclusive education, as their perceptions and mindsets directly influence classroom practices and learner outcomes. This study examined teachers’ perceptions and mindsets toward inclusive education, focusing on their attitudes, beliefs, and perceived readiness to implement inclusive practices.

The study employed a descriptive quantitative research design involving teachers from selected schools engaged in inclusive or mainstream education. Data were gathered using a structured survey questionnaire that assessed teachers’ perceptions of inclusion, mindset toward learner diversity, and perceived challenges in inclusive classrooms. Statistical analyses, including frequency distribution and weighted mean, were used to interpret the data.

Results indicated that teachers generally held positive perceptions of inclusive education, recognizing its importance in promoting equity, social inclusion, and respect for diversity. Teachers with prior training and professional development in inclusive education demonstrated more positive and growth-oriented mindsets compared to those without formal training. However, despite favorable attitudes, respondents reported challenges such as limited instructional resources, large class sizes, insufficient training, and lack of specialist support, which affected their confidence and effectiveness in inclusive settings.

The study concludes that while teachers support the principles of inclusive education, successful implementation depends on sustained professional development, adequate resources, and strong institutional support. These findings highlight the need for policy initiatives and school-based interventions that strengthen teachers’ capacities and foster positive mindsets toward inclusive education.

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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 : 15

Number of Downloads : 10

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