Knowledge, Attitude and Practices (KAP) of Teachers toward Inclusive Education in Pinamungajan District II
Edison S. Tuquib
Department of Education, Anopog Elementary School, Pinamungajan District II, Province of Cebu, Philippines.
Janeth L. Lacostales *
Cebu Technological University, Barili Campus, Barili, Cebu, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Inclusive education seeks to ensure equitable access to quality learning opportunities for all students, including learners with special educational needs. Its effective implementation depends substantially on teachers’ knowledge, attitudes, and classroom practices, as these influence their readiness to accommodate diverse learning needs. However, limited district-level evidence is available on teachers’ preparedness for inclusive education in Pinamungajan District II, particularly regarding the influence of professional and demographic factors on inclusive teaching practices. This study investigated the knowledge, attitudes, and practices (KAP) of teachers regarding inclusive education in Pinamungajan District II. Utilising a descriptive-correlational research design, the study profiled a predominantly female, millennial, and academically ambitious teaching workforce. The results revealed that teachers possessed a neutral level of knowledge (mean = 3.01), a neutral attitude (mean = 3.02), and inconsistent implementation of inclusive practices (mean = 3.07). Significant gaps were identified in technical competencies, specifically regarding legal frameworks (RA 7277), assistive technologies, and differentiated instruction. Correlation analysis using Spearman’s rho revealed very strong, significant positive relationships among knowledge, attitude, and practice, confirming that cognitive understanding and emotional disposition are critical determinants of classroom execution. While most demographic factors showed no significant differences in KAP, grade level handled and training attended emerged as significant predictors of teacher readiness. The primary challenges included resource constraints, large class sizes, and diverse learner needs. To address these gaps, the study proposes the Enhancement Plan for Inclusive Education (EPIE), a strategic framework focusing on technical training, resource localisation, and a tiered certification roadmap to transition inclusive education from passive compliance to a standardised, school-wide culture.
Keywords: Inclusive education, teacher readiness, knowledge-attitude-practice, differentiated instruction, assistive technology, learners with special educational needs