Inclusive Education: Teaching Efficacy and Sentiments, Attitudes, and Concerns of Filipino Elementary School Teachers Towards Diverse Learners

Date of Award

2019

Document Type

Thesis

Degree Name

Master of Arts in Education, major in Basic Education Teaching (Option 1: Thesis)

Department

Education

First Advisor

Rhodora F. Nicdao, PhD

Abstract

Inclusion in education has now focused on ensuring inclusive and quality education for all, regardless of children’s backgrounds and abilities. This study sought to identify the level of teaching efficacy and teachers’ sentiments, attitudes, and concerns regarding the inclusion of diverse learners. It also examined the relationship between teaching efficacy on implementing inclusive practices and teachers’ sentiments, attitudes, and concerns towards diverse learners. Pearson product-moment correlation and a series of multiple regressions were conducted to determine the relationship between the variables. Results indicated that teachers’ attitudes is related to teaching efficacy on implementing inclusive practices and has been found to predict teaching efficacy. Implications for professional development of in-service teachers on the implementation of inclusive practices were discussed.

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