Teachers’ Preparedness, Motivation, and Teaching Performance in an Inclusive Classroom

This study examined the predictors of teachers’ teaching performance in the inclusive classroom of a public high school during SY 2025–2026, focusing on preparedness and motivation-related factors. Using a predictive-correlational design, it investigated the influence of pedagogical knowledge, classroom management skills, attitudes toward inclusion, training and professional development, self-efficacy, intrinsic motivation, and extrinsic motivation on teaching performance. One hundred teachers with at least one year of inclusive classroom experience were selected through random sampling. Findings revealed that teachers were generally well prepared to implement inclusive education, with attitudes toward inclusion rated highest, reflecting positive dispositions in managing inclusive classrooms. Teachers demonstrated high motivation, particularly in intrinsic motivation, which was driven by both internal commitment and external support. Teaching performance was very satisfactory, with Personal Growth and Professional Development rated outstanding, suggesting that teachers excel at continuous professional growth and reflection on their teaching practices. Correlation analyses showed significant positive relationships between preparedness, motivation, and teaching performance, with intrinsic motivation exhibiting the strongest association. Regression results indicated that only intrinsic motivation significantly predicted teaching performance, highlighting its central role in effective inclusive classroom teaching.