Assessing Teachers’ Knowledge, Readiness, and Challenges in Implementing Inclusive Education in Catholic Schools

Inclusive education has become a key focus in educational reform promoting equal access and participation for all learners. Understanding teachers’ readiness and capacity to implement inclusive practices in Catholic schools is essential to advancing this goal. This study assess teachers' knowledge, readiness, and challenges in implementing inclusive education in Catholic schools considering area of school (urban vs. rural) and field of specialization (BSEd vs. BEEd). A Quantitative-Descriptive, Comparative and Correlation research design was used, with data gathered from 118 teacher-respondents through a validated and reliable questionnaire. Findings revealed that teachers generally possessed a high level of knowledge in inclusive education. Urban teachers reported high knowledge than rural teachers though the difference was not statistically significant. However, a significant difference was found based on the field of specialization, with secondary teachers scoring higher. In terms of readiness, no significant difference where observe based on area of school area or field of specialization. Regardless of these variables, teachers encountered high level of challenges, often due to limited access to resources, training, and support, particularly among elementary teachers due to the developmental needs of younger learners. A weak but significant positive correlation existed between teachers' knowledge and their readiness to implement inclusive education, suggesting that increased knowledge may enhance perceived readiness. However, no correlation between teachers' readiness and the challenges encountered. This study concludes that while teachers are generally ready to implement inclusive education, targeted professional development, particularly at rural schools and among elementary teachers is needed. Further research should explore the causes of the challenges faced and ways to enhance teachers' readiness and support for inclusive practice.