A Study of Pre-Service Teachers’ Preparedness for Inclusive Education
Keywords:
Special education, Sentiments, Attitude, Concerns, Efficacy, Inclusive education, descriptive-correlational design, Cebu, PhilippinesAbstract
This study examined the level of preparedness to implement inclusive practices in the classroom by the pre-service teachers at Cebu Technological University Main Campus for the academic year 2023-2024 as basis for an action plan. A descriptive-correlation method of research was employed with an adopted questionnaire to gather data of the 42 respondents. Gathered data were analyzed using frequency count, percentage, weighted mean, and Pearson r. Findings revealed that most of the pre-service teachers were females, with an average age of 22, were assigned to middle grade levels, and are from the Elementary and Secondary Education departments. Additionally, results on the sentiments, attitudes and concerns of pre-service teachers were predominantly characterized as “Disagree,” which denotes that most of the respondents were not yet ready to embrace the inclusive practices. Moreover, the teaching efficacy level of the pre-service teachers in learning in relation to their preparedness to implement inclusive practices in the classroom is predominantly characterized as “Agree,” which denotes that respondents were efficient in the implementation of inclusivity. Moreover, the test of significance revealed that sentiments, attitudes and concerns have no impact on the efficacy of pre-service teachers to implement inclusive practices. Hence, it is strongly recommended that an action plan shall be implemented to enhance preparedness of pre-service teachers for inclusive education.
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