Assessing the Relationship Between Attitudes and Self-Efficacy of Private School Receiving Teachers Toward Inclusive Practices

Abstract

This study aimed to assess the levels of attitude and self-efficacy among general education teachers in applying inclusive practices for learners with special educational needs (LSENs). A quantitative approach was employed using a descriptive-correlational survey design. The study was conducted in the Early Childhood and Elementary Education Departments of a private university in Dumaguete City, with forty-five teacher respondents. The results revealed that teachers held a moderately positive attitude toward inclusive teaching and generally perceived their self-efficacy as average. While teachers felt reasonably confident in their ability to implement inclusive practices, their perceived ability to manage LSENs in general education settings remained average. In conclusion, the study found that although general education teachers demonstrated limited understanding and skills in implementing inclusive practices for LSENs, they still required additional support to apply these practices effectively in diverse classrooms. Based on these findings, the study recommended an action plan that includes disability-specific professional development, strengthened multidisciplinary collaboration, and increased resource allocation to help teachers meet the diverse needs of LSENs.

Introduction

Special and Inclusive Education (SIE) aims to ensure equal learning opportunities for all, especially Learners with Special Educational Needs (LSENs). Inclusive education supports LSENs in academic, social, and emotional development. In the Philippines, private school teachers play a vital role in implementing inclusive practices as “receiving teachers” in mainstream classrooms.

Research Gap

While international studies show that teachers with high self-efficacy tend to have more positive attitudes toward inclusion, challenges persist in the Philippine context—especially in private schools. Issues include inadequate teacher training, infrastructure gaps, societal stigma, and limited administrative support, which affect attitudes and performance in managing LSENs.

Study Objective

To assess the attitudes and efficacy levels of private school teachers toward inclusive practices for LSENs and develop a framework for improving their competencies.

Methodology

• Design: Quantitative, using a descriptive survey method.

• Respondents: 45 private school teachers from Early Childhood and Elementary Departments in Dumaguete City, Philippines.

• Sampling: Stratified sampling ensured proportional representation.

• Instruments:

  • Attitude survey: Based on Kern’s (2006) framework (student variables, peer views, admin support, collaboration, training).

  • Efficacy survey: Adapted from Arboiz & Aoanan (2024) (inclusive instruction, collaboration, behavior management, curriculum, assessment).

  • Scoring: 4-point Likert scale; validated with pilot testing (Cronbach’s α = 0.9).

Data Collection & Analysis

• Surveys were distributed in person after securing permissions.

• Data were analyzed using frequency, percentage, and weighted mean.

• Results were tabulated and analyzed in Microsoft Excel with assistance from a statistician.

Key Findings: Teachers’ Attitudes

A. Student Variables

• Overall attitude score: 2.47 (interpreted as "Disagree")

• Teachers showed discomfort with including learners with severe disabilities or behavioral issues:

  • Physical aggression (M = 1.93)

  • Verbal aggression (M = 2.23)

  • 2+ years behind grade level (M = 2.30)

  • Intellectual disability (M = 2.35)

  • Speech/language issues (M = 2.26)

• Teachers were more accepting of students with mild needs, such as:

  • Individualized Education Plans (IEPs) (M = 2.53)

  • One year behind grade level (M = 2.60)

Implications

• Teachers are more willing to support less severe or non-disruptive LSENs, reflecting limited preparedness and confidence in handling complex needs.

• Suggests urgent need for professional development in:

  • Behavior management

  • Differentiated instruction

  • Inclusive teaching strategies

Conclusion

The findings of this study revealed that teachers generally held moderately positive attitudes toward inclusive education and felt supported by their colleagues. However, collaboration was often limited to a small number of individuals. While some teachers embraced inclusive values, others remained hesitant to teach LSENs, particularly those with severe disabilities. This reluctance underscored a lack of shared responsibility and a limited appreciation for the collaborative demands of inclusive education. In terms of self-efficacy, teachers demonstrated average competence in applying inclusive practices. Although many expressed confidences in adapting the curriculum and managing classroom behavior, they often felt unprepared to implement IEP or to address the specific needs of learners with speech or cognitive difficulties. Furthermore, there was a noticeable gap in leadership skills, particularly in supporting peers or aligning instructional practices and assessments with individualized interventions. In light of these findings, it is recommended that each university department establish a comprehensive development plan focused on disability-specific professional development. This program should equip general education teachers with practical strategies for addressing a broad spectrum of learner needs, including those with severe disabilities. Training must emphasize the creation and implementation of individualized educational interventions to ensure responsiveness to each learner’s unique context. Through such preparation, teachers can collaborate more effectively with other professionals and extend support to their peers within inclusive environments. To reinforce inclusive practices, school leaders must foster a culture of collaboration. This can be achieved by institutionalizing co-teaching partnerships, facilitating regular peer consultations, and promoting interdisciplinary planning sessions. These approaches will strengthen collective responsibility for the success of all learners, including those with special needs. Finally, the provision of essential resources—such as assistive technologies, instructional materials, and funding for teacher training—must be prioritized. To ensure the sustainability and effectiveness of inclusive education, continuous assessment and evaluation of professional development efforts are vital. Further research, particularly in private school settings, is also essential to develop context-specific interventions that address the unique needs of both public and private school educators.

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