Abstract
This study explores how teachers perceive the effectiveness of inclusive education in Bulak, Panlaan, and Lamak Elementary Schools, all located in Dumanjug District II. Using a quantitative research method with a descriptive approach, data were collected through an adapted survey questionnaire administered to 36 elementary teachers across different grade levels and subject areas. The main objective was to gain insight into how educators at Bulak Elementary School view the implementation and impact of inclusive education. The findings indicate that although teachers generally support the goals of inclusive education, they encounter significant difficulties in applying these concepts in real classroom settings. Their perceptions are influenced by several factors, such as the adequacy of their training in special education, the availability of teaching materials, and the degree of support they receive from school leadership and fellow educators. Teachers recognized the positive effects of inclusive education, especially in promoting social interaction and empathy among students with diverse learning needs. However, they also pointed out serious challenges, including overcrowded classrooms, limited individualized support for learners with special needs, and the need for more effective teaching strategies suited for inclusive settings. To improve inclusive education in Dumanjug District II, the study suggests greater investment in specialized teacher training, better resource distribution, and stronger collaboration among teachers and school leaders. These efforts would help educators more effectively address the diverse needs of their students and support the successful execution of inclusive education initiatives. The study offers important insights for decision-makers and education stakeholders looking to enhance inclusive practices in the region. There exists no significant relationship between perception and challenges and the effectiveness of inclusive education. However, the correlation is not statistically significant, as revealed by the p-value of 0.273, which is greater than the commonly adopted 0.05 significance level. This means that there is no significant relationship between how teachers view inclusive education and the extent of challenges experienced. Although teachers also have positive views towards inclusive education in general, the data reveal that these perceptions are not always translated into fewer pragmatic challenges. This means that the obstacles that face teachers—such as inadequate training, inadequate resources, and inadequate support—are primarily structural issues that are not heavily determined by their attitudes or beliefs.
