Abstract
This study assessed the readiness and experiences of high school teachers in managing inclusive classrooms at Ramon E. Bacaltos National High School, District of Sibonga, Cebu Province Division, for the School Year 2025–2026. It aimed to determine teachers' competency levels in knowledge, skills, attitudes, and practices, as well as the extent of their experience in implementing inclusive education. The study employed a quantitative, descriptive-comparative research design using a structured survey questionnaire adapted from Moosa et al. (2020). A total of forty-one (41) teachers participated in the study through complete enumeration. Descriptive statistics, including frequencies, percentages, weighted means, and standard deviations, were used to analyze teachers' demographic profiles, competencies, and experiences. Findings revealed that teachers demonstrated high levels of competence in knowledge (𝑥̄ = 2.72, SD = 0.72), attitudes (𝑥̄ = 2.84, SD = 0.65), and classroom practices (𝑥̄ = 2.76, SD = 0.70). At the same time, skills in applying inclusive strategies were rated low (𝑥̄ = 2.49, SD = 0.68), particularly in using assistive technologies and developing individualized educational plans. The respondents' overall extent of experience in inclusive education was also low (𝑥̄ = 2.34, SD = 0.71), indicating limited practical exposure and collaboration with SPED professionals. The study concludes that while teachers are conceptually and attitudinally ready to embrace inclusion, they need more extensive hands-on training and professional development to enhance their practical teaching skills. The results serve as a basis for designing intervention strategies and capacity-building programs to strengthen teachers' readiness for inclusive education.
