Assessing Teachers’ Professional Engagement and Competence in Fostering Inclusive Classroom
DOI:
https://doi.org/10.5281/Keywords:
Special Education, Inclusive Education, Professional Engagement, Teachers’ Competence, Descriptive-Correlational Design, Toledo City, CebuAbstract
The study examined teachers’ demographic profile, professional engagement and competence in managing inclusive classrooms, as well as the relationship between these variables at Cebu, Philippines during the school year 2025-2026. The respondents of the study were the 30 teachers who were identified through purposive sampling. Using a descriptive-correlational design, the data were gathered through a survey questionnaire. The study revealed that most of the teachers had a very strong teaching experience of more than 10 years, leaned towards handling a large class size of 31-40, and had adequate inclusive trainings or seminars attended of more than 10. In terms of professional engagement, teachers perceived themselves as highly engaged along the dimensions of personalized instruction, communicative scaffolding, and collaboration strategies, while engaged in terms assessment strategies. When it came to teachers’ competence, teachers viewed themselves to be highly proficient in the dimensions of noticing diversity, quality of learner interaction, and creating a stimulating environment. Moreover, it was found out that teachers’ demographic profile such as the number of learners handled in a class and inclusive education seminars or trainings had no significant relationship with professional engagement and competence. In contrast, there was a slightly positive relationship between number of years of teaching experience and professional engagement and competence.. It was concluded that professional development needed to be strengthened to enhance teachers’ necessary skills in implementing inclusive classrooms. Ultimately, the findings became the basis of designing an action plan for the inclusive classroom management.
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