Abstract
This study aimed to assess the perception and readiness of general education teachers toward inclusive education. A descriptive-correlational research design was used to describe the relationship between teachers' perceptions and their level of readiness for implementing inclusive education. A total of 60 teachers from Nangka National High School participated in the study. Data were collected using the Inclusive Education Questionnaire (IEQ), adapted from Blackie (2010), which consisted of Likert scale-based items to measure perceptions and readiness. Results showed that teachers have a positive perception of inclusive education, recognizing its benefits for addressing diverse learning needs and fostering student belonging. Teachers' readiness was also found to be at a "ready" level with strengths in differentiated instruction and professional development but lower scores in resource availability and assistive technology training. A moderate positive correlation was found between perception and readiness, indicating a significant relationship. The study concludes that improving teachers’ perceptions through continuous training and support can further enhance their readiness for inclusive education implementation.
https://doi.org/10.30077/wjher.4.4
Keywords
Inclusive Education, Teacher Perception, Teacher Readiness, Professional Development
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Journal: World Journal on Education and Humanities Research
Volume (Issue): 4(4)
DOI: https://doi.org/10.30077/wjher.4.4
Pages: 193-201Published: 12-13-2024Published: 1-2024(c) 2024 Daisy Senarlo, Honorio Añora, Randy Mangubat, Veronica Calasang
Open access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteSenarlo, D., Añora, H., Mangubat, R., Calasang, V.(2024). Influence of Perception on the Readiness of Teachers in Inclusive Education. World Journal on Education and Humanities Research, 4(4), 193-201. https://doi.org/10.30077/wjher.4.4
How to CiteSenarlo, D., Añora, H., Mangubat, R., Calasang, V.(2024). Influence of Perception on the Readiness of Teachers in Inclusive Education. World Journal on Education and Humanities Research, 4(4), 193-201. https://doi.org/10.30077/wjher.4.4
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