Teaching Efficacy of Basic Education Teachers on Inclusive Education in Philippines

DOI: https://doi.org/10.59595/ajie.13.1.3

Mary Rose D. Escorpiso^a, Frank S. Emboltura^b , Rene B. Jurada^c,   Rodel E. De Los Santos^d

^aFaculty, University of San Agustin, Iloilo city, Philippines

 ^bFaculty, University of San Agustin, Iloilo city, Philippines

  ^cOffice assistant, University of San Agustin, Iloilo city, Philippines

  ^dFaculty, University of San Agustin, Iloilo city, Philippines

(Received 20 April 2025, Final revised version received 15 November 2025)

The purpose of this descriptive correlational study is to determine the perceived self–efficacy in inclusive education, this can serve as a foundation for a crucial aspect of the design of in-service training and professional development programs. A stratified random sampling of teachers was used to select the sample in this study. The data was acquired using the TEIP scale adopted from Sharma et al. (2012) as cited in Park et al. (2014). The Cronbach’s coefficient alpha for internal consistency reliability of the scores was found to be 0.977, for the entire scale of 18 items (Park et al., 2014). The data were analyzed by employing the descriptive-correlational statistics frequency, percentage, mean, standard deviation, t-test, one-way ANOVA, and Pearson’s r test were used. The findings indicated that the study emphasized that there is a significant difference in the grade level taught where elementary teachers rated their self-efficacy in inclusive instruction (EII) as very good and excellent by the junior high school and senior high school teachers. Whereas, efficacy in collaboration (EC) and efficacy in managing behavior (EMB) were rated as excellent by the elementary, junior high school, and senior high school teachers. There are also significant relationships between efficacy in inclusive instruction and collaboration, inclusive instruction and managing behavior and managing behavior and collaboration.

Keywords: inclusive education, self–efficacy, inclusive instruction, collaboration, behavior management