Teachers’ Perceived Effectiveness of the Implementation of Inclusive Education and Pupils’ Academic Performance

This study examined the relationship between teachers’ perceived effectiveness in implementing inclusive education and the academic performance of pupils with special needs at Bugo Central School, Cagayan de Oro City, during the school year 2021-2022. Using a descriptive research design, data were collected through a survey questionnaire administered to teachers and analyzed using statistical tools, including Spearman Rank-Order Correlation. Results indicated that teachers generally agreed on the effectiveness of inclusive education strategies, emphasizing collaboration between general and special education teachers as a critical success factor. Despite challenges, pupils with special needs demonstrated a "Very Satisfactory" academic performance, attributed to their participation in structured classroom routines and their ability to follow instructions. Notably, a significant positive relationship was observed between teachers' perceptions of inclusive education and the pupils’ academic performance (r = 0.766, p < 0.05). This highlights the pivotal role of teachers’ attitudes, qualifications, and inclusive teaching strategies in fostering an adaptive and effective learning environment. Teachers’ ability to create learner-centered approaches and address behavioral challenges contributed to improved engagement and performance among pupils with special needs. The study underscores the importance of professional development for teachers in inclusive education and the need for robust support from school administrators and stakeholders. Recommendations include enhancing teacher training programs, fostering collaborative practices, and increasing parental and community involvement to sustain inclusive education's positive impact. Future research could explore additional factors influencing inclusive education outcomes to further support children with special needs.