Abstract
Inclusive education has become an increasingly vital concern in the field of education, with systems worldwide striving to create learning environments that are responsive to the diverse needs of all learners. This study aimed to investigate the extent to which teachers in selected public elementary schools in Naga City are equipped with the skills and knowledge needed to support diverse learners through professional development and inclusive education initiatives. The study employed a descriptive-quantitative research design, which is most appropriate for assessing the skills, knowledge, and readiness of teachers in implementing inclusive education in selected public elementary schools in Naga City. Descriptive research sought to present an accurate profile of situations, individuals, or phenomena without manipulating variables. Based on the study's findings, it is concluded that teachers in selected public elementary schools in Naga City exhibit varying levels of competence in implementing inclusive education. They excel in assessment practices but face challenges in classroom management and curriculum adaptation. While professional development programs are recognized and attended by teachers, a gap remains between training and classroom practice, mainly due to resource limitations and a lack of institutional support. The study further concludes that educational attainment and years of experience significantly influence teachers’ readiness and competence in inclusivity, whereas age and sex have little impact. Overall, continuous, structured, and context-specific professional development, supported by school leadership and policy, is essential for enhancing teachers’ capacity to address learner diversity effectively. In light of the conclusions, this study recommends the strengthening of professional development programs that are sustained, context-specific, and focused on inclusive education practices. Teachers should be provided with continuous training in instructional strategies, classroom management, curriculum adaptation, and the use of assistive technologies to support diverse learners.
