Exploring the Knowledge and Skills of Teachers Towards Inclusive Education 

Richie Sanchez, Raymond Espina, Randy Mangubat, Honorio Anora, Veronica Calasang, Annabelle Pantaleon

Abstract

This study examines the correlation between teachers' knowledge of inclusive education and their skills in managing inclusive classrooms. Utilizing a modified questionnaire to measure both knowledge and skills, findings from the survey indicate that teachers possess a high level of knowledge, classified as "Highly Knowledgeable." Their skills in applying this knowledge in practical classroom settings are also robust, rated as "Skillful". Statistical analysis reveals a moderate positive correlation between these attributes (r=0.520, p=0.003), suggesting that enhancing teacher knowledge could further improve their practical skills. The results highlight the critical role of ongoing professional development and targeted training in inclusive education, emphasizing the need to equip educators with both theoretical and practical tools for effectively supporting diverse learning environments. This study underscores the potential benefits of continuous learning and adaptation in educational practices to better serve all students inclusively.

https://doi.org/10.22016/wjher.4.2

Keywords

 inclusive education, knowledge and skills, inclusive classroom, basic Education

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Journal:  World Journal on Education and Humanities ResearchVolume (Issue): 4(2)DOI: https://doi.org/10.22017/wjher.4.2Pages:  193-202Published: 07-08-2024Copyright: Copyright (c) 2024 Richie Sanchez, Raymond Espina, Randy Mangubat, Honorio Anora, Veronica Calasang, Annabelle PantaleonOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteSanchez, R., Espina, R., Mangubat, R., Anora, H., Calasang, V., Pantaleon, A. (2024). Exploring the Knowledge and Skills of Teachers Towards Inclusive Education. World Journal on Education and Humanities Research, 4(2), 193-202. https://doi.org/10.22017/wjher.4.2