TEACHER PREPAREDNESS AND INCLUSION CHALLENGES: MULTI-SCHOOL EVIDENCE FROM THE PHILIPPINE BASIC EDUCATION SYSTEM

Auteur/ices

  • Mary Nel M. Fernandez Senior High School Faculty, University of San Jose-Recoletos, Cebu City, Philippines
  • Brenda P. Cuyos Basic Education Teacher, Tayud Elementary School, Liloan, Philippines
  • Ruby Ann P. Vismanos Resource SPED Teacher, Gila Crossing Community School, Phoenix Arizona, USA
  • Maria Citadel D. Tugonon Volunteer SPED Teacher, Mandaue City Central SpEd School, Mandaue City, Philippines
  • Joycelyn T. Suico Secondary School Teacher I, Department of Education, Talisay City, Philippines
  • Divina Chello C. Mariblanca Secondary School Teacher III, Department of Education, Talisay City, Philippines
  • Lilibeth C. Pinili Graduate School Faculty, Dr., Cebu Technological University, Cebu City, Philippines
  • Ann Frances P. Cabigon Graduate School Faculty, Dr., Cebu Technological University, Cebu City, Philippines
  • Marjorie B. Añero Graduate School Faculty, Dr., Cebu Technological University, Cebu City, Philippines
  • Niña Rozanne T. delos Reyes Graduate School Faculty, Dr., Cebu Technological University, Cebu City, Philippines

DOI :

https://doi.org/10.46827/ejse.v12i4.6705

Mots-clés :

teacher preparedness, educational challenges, inclusive education, Philippines basic education

Résumé

This multi-school investigation examined teacher preparedness and challenges in implementing inclusive education for learners with special educational needs (LSENs) within the Philippine basic education system. Employing a descriptive-correlational design, the study surveyed 182 teachers from public schools under DepEd Cebu Province Division, DepEd Talisay City Division, and a private sectarian university using a purposive sampling technique. Teacher preparedness was assessed across psychological, skills-based, and physical resource dimensions, while implementation challenges were systematically documented. Findings revealed adequate psychological preparedness among educators, yet moderate proficiency in pedagogical skills and inadequate physical infrastructure constrained effective inclusion. Challenge analysis identified specialized educator shortages and inadequate facilities as the most acute barriers, substantially outweighing relational or stakeholder difficulties. Correlation analysis demonstrated statistically significant yet weak positive relationships between all preparedness dimensions and reported challenges, suggesting that increased teacher capacity paradoxically heightens awareness of systemic inadequacies rather than eliminating them. Therefore, the convergence of these findings points out that inclusive education implementation difficulties stem primarily from structural capacity deficits rather than individual teacher unpreparedness. Sustainable inclusion quality necessitates comprehensive systemic transformation integrating professional development, resource allocation, and infrastructure enhancement—coordinated interventions addressing institutional ecology rather than isolated teacher-focused solutions.

Biographies des auteurs

  • Mary Nel M. Fernandez, Senior High School Faculty, University of San Jose-Recoletos, Cebu City, Philippines

    Mary Nel M. Fernandez is a registered nurse and dedicated educator at the University of San Jose-Recoletos Senior High School Department, Basak Campus. She earned her Bachelor of Science in Nursing from the University of Cebu–Banilad Campus in 2008, equipping her with strong clinical knowledge and skills. In addition to her nursing credentials, she is also a licensed professional teacher, reflecting her commitment to education and student development. With her combined expertise in healthcare and teaching, she plays a vital role in shaping and inspiring future professionals through quality instruction and compassionate guidance.

  • Brenda P. Cuyos, Basic Education Teacher, Tayud Elementary School, Liloan, Philippines

    Brenda P. Cuyos is a faculty member of Tayud Elementary School. She is a licensed professional teacher, a committed educator, and a growth-oriented individual. She earned her Bachelor of Elementary Education from the University of the Visayas in 2003. She pursued advanced studies in Educational Leadership, completing 30 units toward a Master of Arts in Education major in Administration and Supervision in 2011. She also completed a Diploma in Special Education in 2024 where she gained a strong foundation in educational principles, teaching strategies, and assessment practices for learners with diverse needs. To strengthen her skills and professional development opportunities, she completed Master of Arts in Education major in Special Education in 2025 from Cebu Technological University.

  • Ruby Ann P. Vismanos, Resource SPED Teacher, Gila Crossing Community School, Phoenix Arizona, USA

    Ruby Ann P. Vismanos is a dedicated teacher who demonstrates unwavering commitment to her profession. She is a Resource SPED Teacher at Gila Crossing Community School. She was a DepEd teacher for 13 years. She holds her Bachelor in Elementary Education from Cebu Technological University, Argao Campus in 1999. She gained her Master of Arts in Vocational Education from Cebu Technological University, Main Campus in 2002. She received a Certificate in Montessori Education from University of San Carlos, Cebu City in 2006. She finished her Diploma in Special Education from Cebu Technological University in 2024 and completed Master of Arts in Education major in Special Education in 2025 at the same University. Her commitment is measured not only in teaching lessons but also in shaping the growth and well-being of learners.

  • Maria Citadel D. Tugonon, Volunteer SPED Teacher, Mandaue City Central SpEd School, Mandaue City, Philippines

    Maria Citadel D. Tugonon is currently employed as a Behavioral Support Specialist at the Walker Therapeutic Educational Program, a 24-hour residential facility in Needham, Boston, Massachusetts, where she provides dedicated support and guidance to individuals with diverse behavioral and developmental needs. She graduated with an Associate degree in Hotel and Restaurant Management from the University of San Jose-Recoletos in 1996. Her passion for teaching helped her earn a Bachelor of Elementary Education Major in Preschool from University of San Jose-Recoletos in 2007. She took the Professional Board Examination for Teachers and became a licensed professional teacher in 2022. She was a Preschool Teacher at San Roque College de Cebu - Montessori Children's House for 12 years. She continuously seeks opportunities for professional development to enhance her skills and stay responsive to the changing needs of education. She took her Diploma in Special Education from Cebu Technological University - Main Campus in 2024 and became a Volunteer SPED Teacher in Mandaue City Central Special Education School.

  • Joycelyn T. Suico, Secondary School Teacher I, Department of Education, Talisay City, Philippines

    Joycelyn T. Suico is a Master Teacher I in Mohon Divino Amore National High School of District II, Talisay City Division. She is a Master of Education major in Special Education candidate in Cebu Technological University (CTU)-Main campus with a Master of Arts in Teaching Music (CAR) and Master of Arts in Education major in Supervision and Administration (CAR). A specialist in Curriculum development, served as a Team Leader for Music Quality Assurance (2020-2022) and authored Grade 7 and 9 modules on Classical Music and Arts. In 2019, she served as a Division Speaker for INSET (In Service Training for Teachers), on teaching Philippine and Asian Music. She served as the MAPEH District Coordinator (2023-2025), following a six-year tenure as school MAPEH Coordinator (2017-2023). Her current research focuses on inclusion strategies for students with special educational needs, aiming to bridge specialized pedagogy with inclusive classroom practices to enhance learning outcomes for diverse students.

  • Divina Chello C. Mariblanca, Secondary School Teacher III, Department of Education, Talisay City, Philippines

    Divina Chello C. Mariblanca is a devoted language teacher at Mohon (Divino Amore) National High School, where she teaches students in various academic and co-curricular competitions, including speech choir, oration, essay writing, and photojournalism. She holds a master’s degree in Special Education, which strengthens her ability to address diverse learning needs with sensitivity and expertise. Committed to nurturing learners’ unique potential, she fosters an inclusive and engaging environment that ensures quality education for all.

  • Lilibeth C. Pinili, Graduate School Faculty, Dr., Cebu Technological University, Cebu City, Philippines

    Lilibeth C. Pinili is an Associate Professor at the College of Education at Cebu Technological University. Holding a Doctor of Development Education specializing in Special Education (SPED), she is a dedicated researcher and educator. Her academic work focuses on inclusive education, social-emotional learning, and teacher efficacy in SPED settings. Dr. Pinili actively contributes to the university's mission by fostering inclusive teaching practices and developing vital support initiatives for diverse learners, consistently advancing the field of special education through her rigorous research and commitment to student development.

  • Ann Frances P. Cabigon, Graduate School Faculty, Dr., Cebu Technological University, Cebu City, Philippines

    Ann Frances P. Cabigon currently serves as the Dean of the Student Affairs Office at Cebu Technological University. As a faculty member in the College of Education, she effectively combines her professional background to drive impactful student development programs. Her research interests include inclusive education and student wellness, with a strong focus on burnout management and academic resilience. Prof. Cabigon is a committed academic leader, dedicated to fostering a supportive, holistic environment that enhances the well-being and long-term success of every student at CTU.

  • Marjorie B. Añero, Graduate School Faculty, Dr., Cebu Technological University, Cebu City, Philippines

    Marjorie B. Añero obtained her dual doctorate degrees, PhD and EdD, and ranks as Associate Professor V at Cebu Technological University, currently designated as Program Chairperson of the College of Education. Her scholarly work examines bionic reading interventions for learners with disabilities, reading comprehension complexities among students with special educational needs, technology integration in inclusive classrooms, English as a Second Language effectiveness in mathematics instruction, and teacher well-being across multiple dimensions.

  • Niña Rozanne T. delos Reyes, Graduate School Faculty, Dr., Cebu Technological University, Cebu City, Philippines

    Niña Rozanne T. delos Reyes is an Associate Professor V, who obtained her Doctor in Development Education (Dev.Ed.D.) specializing in Special Education, from Cebu Technological University, previously served as Chair of Special Needs Education and currently functions as Associate Professor in Graduate Studies and tertiary level education. Her scholarly contributions encompass inclusive education, mental health interventions during COVID-19, LGBTQ+ experiences, deaf worker employment characteristics, and cultivating teaching preparedness for diverse learners with disabilities.

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Publiée

2026-05-08

Numéro

Vol. 12 No 4 (2026)

Rubrique

Articles

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