Abstract
This study examined the preparedness of 190 general education teachers (Kindergarten to Grade 6) in the Valencia City Division, Philippines, for inclusive classrooms from September to November 2024. It focused on teachers mainstreaming learners with special needs and aimed to (1) analyze their demographic profiles, (2) assess their perceived level of preparedness, and (3) determine significant differences in preparedness existing based on demographic profile. A descriptive research design was employed, utilizing validated survey questionnaires exploring various teacher preparedness dimensions. Statistical analyses, including t-tests and ANOVA, were conducted to assess preparedness levels and identify significant differences among demographic variables. Preliminary findings revealed significant differences in perceived preparedness based on four key demographic factors: family participation in Special Education programs, collaboration with school professionals, access to professional development, and years of experience teaching learners with special needs. Teachers with more experience and those participating in relevant professional development reported higher preparedness and greater confidence in collaborating with parents and professionals. However, for most indicators (27 out of 31), no significant differences were observed across demographic groups, suggesting that while certain factors influence specific aspects of preparedness, overall perceptions remain relatively consistent. This study highlights the complex relationship between demographic factors and teachers' perceived preparedness for inclusive education. The findings offer valuable insights for policymakers and educators, supporting the development of targeted interventions to enhance teacher readiness and foster a more inclusive educational framework within the Valencia City Division.
