Assessing General Education Teachers’ Preparedness in Differentiated Instruction Strategies for Inclusive Classroom

This study examined the preparedness of general education teachers in managing inclusive classrooms by focusing on psychological readiness, instructional skills, physical resources, and the challenges encountered in inclusive practice in the school year 2025-2026. A descriptive survey research design was utilized with 32 teacher-respondents. The study was conducted in one of the private schools in Cebu City. The results revealed that the participants represented a relatively young teaching workforce, predominantly female, with most holding bachelor’s degrees and having limited teaching experience. This profile reflects teachers who are still developing their professional competence within inclusive educational settings. The findings revealed that teachers were generally prepared, particularly in terms of psychological readiness and basic instructional skills. They demonstrated positive attitudes toward inclusion and a willingness to support learners with diverse needs. However, preparedness related to physical resources was less evident, indicating limitations in classroom facilities, instructional materials, and learning supports necessary for effective inclusive instruction. As a result, overall readiness may be described as moderate rather than comprehensive. Teachers identified managing diverse learning needs and implementing differentiated instruction as the most challenging aspects of inclusive classrooms. Additional difficulties included classroom management, time constraints, and insufficient materials, all of which further complicated inclusive teaching practices. These challenges highlight the demands placed on general education teachers who are expected to address a wide range of learner needs within standard classroom settings. Overall, while teachers displayed positive dispositions and foundational competencies for inclusive education, their preparedness remained constrained by limited training, inadequate resources, and the complexity of learner diversity. The study emphasizes the need for sustained professional development, strengthened instructional support, and improved school resources to enhance effective inclusive teaching.