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Abstract
This study explores the relationship between teachers' perceptions of inclusive education and their collaboration efforts, as well as their support for strategies to enhance inclusive practices in a Philippine high school setting. Employing a descriptive correlational design, the research surveyed 36 senior high school teachers, focusing on perceptions, collaboration, and support strategies related to inclusivity. Findings indicate a weak yet significant positive correlation between teachers’ perceptions and their collaboration efforts, suggesting that positive attitudes toward inclusive education slightly encourage cooperative practices. However, the relationship between perceptions and support for improvement strategies was insignificant, implying that external factors, such as institutional support and resources, may more heavily influence teachers’ endorsement of enhancement efforts. These results underscore the importance of both fostering positive perceptions and strengthening institutional frameworks to effectively support inclusive education initiatives. https://doi.org/10.30060/wjher.4.3
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Call for Papers

Final Submission Date: 10th October 2024
Acceptance Notification Date: 30th November 2024