Exploring the Influence of Teachers’ Preparedness and Awareness on Inclusive Practices Among Third Year Pre-Service Teachers of Kolehiyo ng Pantukan

In the context of education, inclusive practices are crucial for both teachers and students. For teachers, understanding inclusive practices enables them to facilitate inclusive education and promote an effective inclusive learning environment. This study aimed to examine the relationship between teachers’ preparedness, awareness, and inclusive practices among 3rd-year pre-service teachers. Employing a descriptive correlational research design, the study sought to determine the extent to which teachers’ preparedness and awareness influence the inclusive practices. Data were collected from 130 pre-service teachers through a validated survey questionnaire, and analyzed using mean scores, Pearson Product-Moment Correlation Coefficient, and regression analysis. The findings revealed that there is a high level of teachers’ preparedness, particularly in their understanding of inclusive education. Meanwhile, awareness was rated very high, suggesting that pre-service teachers were fully aware of their roles and responsibilities. The level of inclusive practices is also very high, which was affected by teachers’ preparedness and awareness, leading to the rejection of the null hypothesis. Therefore, the statistical analysis and regression analysis revealed that the level of teachers’ preparedness and awareness positively impacted the inclusive practices. Overall, the findings underscored the importance of enhancing preparation and attitudes in developing the ability to implement inclusive education in the classroom.