Promotion of Social Justice and Knowledge of Special Education as Predictors of Evolving Inclusive Practices of Teachers Handling Learners with Disabilities

Inclusive practices of teachers remain challenged by diverse learner needs, limited support, and available resources in the District of Braulio E. Dujali. The relationship of promotion of social justice and knowledge of special education with evolving inclusive practices was examined. This study employed a cross-sectional descriptive-correlational research design involving 154 respondents selected through proportionate stratified random sampling. Data were gathered through survey questionnaires and analyzed using Pearson correlation and multiple linear regression. Results showed that promotion of social justice and knowledge of special education were significantly correlated with evolving inclusive practices. Further analysis revealed that the regression model, EIP = 0.771 + 0.764(PSJ) + 0.016(KSE), was statistically significant and explained 56.4% of the variance, while 43.6% remained unexplained. Thus, the Theory of Planned Behavior was partially supported. Qualitative studies may be conducted to identify other factors affecting evolving inclusive practices. School leaders may also strengthen social justice promotion through training, support, and proper resource allocation.