Abstract
The global challenge of poorly implemented inclusive education programs continues to affect educational equity, particularly in developing countries like the Philippines. This study examined the predictive power of school resources and organizational learning capabilities on the implementation of inclusive elementary education programs. A quantitative, descriptive-correlational research design was employed, involving 300 purposively selected general education teachers from the Davao de Oro Division. Data were collected using validated survey instruments with high internal consistency of Cronbach’s Alpha equivalent to 0.895–0.985. Descriptive statistics, Pearson correlation, and multiple linear regression analyses were used to analyze the data. Results showed that school resources were rated very high with a mean of 4.61 and SD of 0.366, as were organizational learning capabilities with a mean of 4.36 and SD of 0.432, and the implementation of inclusive education with a mean of 4.35, and SD of 0.772. A significant positive correlation was found between school resources and program implementation with an r-value of 0.461 and p < 0.001, while organizational learning capabilities showed no significant correlation as shown in the r-value of -0.004 and p-value of 0.939. However, regression analysis revealed that both school resources got a β of 0.509 with p < 0.001 and organizational learning capabilities with a β of -0.158 and a p-value of 0.003. The model accounted for 23.5% of the variance in implementation with an R² of 0.235. The study revealed that school resources and organizational learning capabilities are significant predictors of inclusive education implementation. These findings affirm the Resource-Based Theory and suggest that enhancing strategic resources can improve inclusive education outcomes. Future research is recommended to explore additional variables such as teacher training, policy support, and community involvement to address the remaining variance.
