TEACHER PREPAREDNESS AND INSTITUTIONAL CHALLENGES IN PROMOTING INCLUSIVE EDUCATION FOR DIVERSE LEARNERS

ABSTRACT : This study examined teacher preparedness and institutional challenges in implementing inclusive education for diverse learners at Pasonanca National High School using a mixed-methods design. Quantitative data from 34 teachers assessed preparedness in terms of knowledge and skills, self-efficacy, attitudes, and access to professional development, as well as institutional challenges related to resources, administrative support, and stakeholder collaboration. Qualitative data from open-ended responses were analyzed thematically to contextualize the survey results. Findings showed that teachers had strongly positive attitudes and moderate self-efficacy toward inclusive education, but only moderate preparedness in knowledge, skills, and professional development, indicating gaps in practical implementation. Key institutional challenges included limited resources and assistive technologies, insufficient specialized training, inconsistent administrative support, and weak stakeholder collaboration. No significant differences were found across demographic variables, while teaching position, years of experience, and SPED training significantly influenced preparedness. Overall, results indicate that despite strong teacher commitment, enhanced institutional support and targeted professional development are essential for effective and sustainable inclusive education.

Keywords: Inclusive Education, Teacher Preparedness, Institutional Challenges