Competence of Physical Education Teachers and Readiness to Inclusive Classroom: An Instructional Guide

This study examined the competence of Physical Education (PE) teachers and their readiness for inclusive education in the context of 21st-century teaching within the Northeastern Mindanao State University (NEMSU) System during the Academic Year 2025–2026. Specifically, the study assessed teachers' competence in modern pedagogical approaches, determined their readiness for inclusive education, examined the relationship between competence and inclusive readiness, identified challenges encountered in implementing inclusive and contemporary teaching practices, and developed an inclusive instructional guide based on the findings. The study employed a descriptive-correlational research design complemented by qualitative thematic analysis. A total of 36 Physical Education instructors from seven NEMSU campuses participated in the study through purposive sampling. Data were collected using a validated researcher-adapted questionnaire and analyzed using weighted mean, Pearson product-moment correlation, and thematic analysis. Findings revealed that PE teachers demonstrated a high level of competence in modern teaching approaches (M = 4.50), particularly in the domains of body hygiene and healthy habits, learning content, and physical activities. However, teachers exhibited only a moderate level of readiness for inclusive education (M = 3.84), indicating limitations in training, practical experience, and institutional support. Significant relationships were found between teacher competence and the dimensions of attitudes and self-efficacy as well as professional development needs, whereas training and experience showed no significant association with inclusive readiness. Thematic analysis identified challenges related to resource limitations, professional development gaps, instructional adaptation, inclusivity, assessment practices, and institutional support. The study concludes that while PE teachers possess strong pedagogical competence, strengthening inclusive education requires sustained professional development, enhanced institutional support systems, and context-responsive instructional resources. Consequently, an inclusive instructional guide was developed to support the implementation of equitable, learner-centered, and inclusive Physical Education practices.