Authors: Mary Ann Luceros, Joan Mae Raguini, Jesus Paguigan
Abstract: This study examined the perceptions of Receiving Teachers regarding the adequacy of their professional preparation for handling diverse learners in inclusive classrooms. Specifically, it assessed seven domains: adequacy of SPED coursework, training in differentiated instruction, assessment literacy, classroom and behavior management, cultural and linguistic responsiveness, practicum exposure and mentorship, and self-assessment of professional competence. Using a descriptive-quantitative design, data were gathered through a Likert-scale survey administered to Receiving Teachers at San Antonio National High School, Zambales. Results showed that Receiving Teachers generally perceived their professional preparation as adequate across all domains, with mean scores ranging from 3.84 to 4.04, all interpreted as "Agree." Self-assessment of professional competence obtained the highest mean (M = 4.04), indicating that teachers were confident in their ability to support diverse learners in inclusive settings. Training in differentiated instruction and cultural and linguistic responsiveness both received high ratings (M = 3.96), suggesting that teachers felt prepared to address learners' varied needs and backgrounds. In contrast, adequacy of SPED coursework and practicum exposure and mentorship obtained the lowest means (M = 3.84), highlighting areas that may benefit from further enhancement. The grand overall mean of 3.92 reflects a generally positive perception of professional preparation. Furthermore, years of teaching experience were not significantly related to perceived adequacy of preparation. The findings may serve as a basis for improving teacher education and professional development programs that support inclusive education.
DOI: http://doi.org/10.5281/zenodo.20707891
