Development And Validation Of Professional Enhancement Program On Inclusive Education For Elementary Teachers Of Alaminos District

Rochelle A. Carada

Doi: 10.26480/eldn.02.2023.93.104

This is an open access article distributed under the Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

The success of inclusion or organized placement of children with disabilities in mainstream classrooms largely depends on teachers’ attitudes towards students with special educational needs (SEN) and their knowledge on how to properly educate them. This study dealt with teachers’ assessment on attitudes, self-efficacy and concerns towards inclusive education, teachers’ perception on the extent of the use of inclusive practices, the relationship of teachers’ attitude, self-efficacy and concerns on their perception on the extent of the use of inclusive practices and the development and evaluation of the Professional Enhancement Program on Inclusive Education. The study employed descriptive and correlational analysis methods. The participants were 139 public elementary teachers in Alaminos District and four (4) experts. Data analysis utilized frequency counts, percentage, weighted mean, and Pearson-r correlation. Findings revealed that teachers’ attitudes towards inclusive education were moderately favourable, self-efficacy was high, and concern was moderate. Inclusive practices were perceived to be frequently used by the teachers. Teachers’ attitude, self-efficacy and concerns have significant relationship with the teacher’s perception on the extent of the use of inclusive practices. As assessed by the experts, the developed Professional Enhancement program on Inclusive education was rated as “Excellent”. It is highly recommended that the developed Professional Enhancement program be used by the schools offering inclusive education.

Pages 93-104
Year 2023
Issue 2
Volume 1