Authors:
Leanie R. Cabuyao
Addresses:
Department of Education, Tayabas East Central School, Schools Division of Tayabas, Quezon Province, Philippines.
Abstract:
The paper is anchored on a comprehensive theoretical framework that integrates Ecological Systems Theory, which considers the various environmental contexts influencing a child's development; Inclusive Pedagogy, which guided the creation of flexible learning environments; and Self-Efficacy Theory, as it pertained to teachers' beliefs in their ability to succeed. The primary objective was to assess the challenges public elementary school teachers face in delivering the Inclusive Education Program and to propose a research-based intervention plan to address them. A structured survey questionnaire served as the primary data collection tool and was administered to a representative sample of public elementary school teachers in the specified division. The study found that teachers perceived significant challenges related to learners, such as the need for more individualised support, and a critical lack of appropriate curriculum and instructional materials. While the analysis revealed no statistically significant relationship between a teacher's demographic profile and the challenges they encountered, it did reveal a significant relationship between the challenges faced and the training or seminar categories attended by the teachers. This finding highlighted a crucial gap between the theoretical knowledge and the practical skills required for effective inclusive teaching. The study proposed a comprehensive, mandatory professional development program.
Keywords: Inclusive Education; Delivery System; Self-Efficacy Theory; Pedagogical Strategies; Ecological Systems Theory; Environmental Contexts; Learning Environments; Teaching Strategies.
Received: 17/07/2024, Revised: 05/10/2024, Accepted: 15/12/2024, Published: 05/12/2025
DOI: 10.64091/ATITL.2025.000219
AVE Trends in Intelligent Techno Learning, 2025 Vol. 2 No. 2 , Pages: 94-102