Abstract
The study aims to assess the degree of burnout and social support received by general education teachers handling inclusive classes at the identified schools in Cebu City Division for the school year 2023-2024. A descriptive correlational research design was employed, with a total of 30 teacher respondents from Abellana National School participating. The gathered quantitative data were statistically treated using frequency, simple percentage, weighted mean, and Pearson Correlation coefficient. The results show that there is no significant relationship between the degree of burnout and emotional exhaustion, depersonalization, personal achievement, and social support in terms of appraisal, belonging, and tangible support. This suggests that general education teachers handling inclusive classrooms have a driving force to transform challenging situations into opportunities for learning among learners with diverse needs. Therefore, it is essential to equip teachers with the necessary skills for the effective implementation of inclusive education in the Philippines. Hence, it is hereby recommended to implement the intervention plan.
