Teachers’ Perceptions, Collaborative Efforts, and Implementation Strategies in Inclusive Education
Jelyn Abadinas
Abstract
This study examined teachers’ perceptions of inclusive education, collaborative efforts, and strategies for strengthening inclusive practices. A quantitative descriptive-correlational research design was employed involving 72 teaching personnel, including Kindergarten to Grade 6 teachers, Special Needs Education teachers, and the school principal, selected through purposive sampling. Data were collected using a structured survey questionnaire and analyzed through frequency, percentage, weighted mean, standard deviation, and Pearson product-moment correlation. Findings revealed favorable perceptions of inclusive education, collaborative efforts and strategies for improving inclusive education. Despite these favorable assessments, respondents expressed uncertainty regarding the effects of inclusion on other learners, clarity of professional roles, support from Special Needs Education teachers, and the adequacy of available resources. Results further showed a significant moderate positive relationship between perceptions of inclusive education and collaborative efforts, with a correlation coefficient of .581 and a probability value below .001. A significant moderate positive relationship was likewise found between perceptions of inclusive education and improvement strategies, with a correlation coefficient of .501 and a probability value below .001. The findings highlight the importance of clearly defined responsibilities, sustained collaboration, professional development, learner support, effective classroom management, and adequate resources in strengthening inclusive education. Based on the results, an intervention plan was proposed to reinforce institutional and professional support for inclusive practices at the school.
Keywords
inclusive education, teacher perceptions, collaborative efforts, implementation strategies, professional support, learner diversity
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Journal: World Journal on Education and Humanities Research
Teachers’ Perceptions, Collaborative Efforts, and Implementation Strategies in Inclusive Education
Volume (Issue): 6(4)
Pages: 1-11
Published: 10-11-2026Published: 1-2026 (c) Jelyn Abadinas
Open access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite Abadinas, J. (2026). Teachers’ Perceptions, Collaborative Efforts, and Implementation Strategies in Inclusive Education. World Journal on Education and Humanities Research 6(4), 1-11. https://https://doi.org/10.5268/zenodo.23183617
How to Cite Abadinas, J. (2026). Teachers’ Perceptions, Collaborative Efforts, and Implementation Strategies in Inclusive Education. World Journal on Education and Humanities Research 6(4), 1-11. https://https://doi.org/10.5268/zenodo.23183617
Final Submission Date: 10th June 2026
Acceptance Notification Date: June 2026