Lens of Inclusive Education: School Heads and Classroom Teachers’ Perspectives on Policy Implementation and Institutional Challenges in the Philippines

The study aimed to explore school heads and teachers’ awareness of inclusive education and the institutional challenges in its implementation in the Alfonso Lista Districts 1 and 2, Philippines. Using a descriptive survey design with both quantitative and qualitative approaches, data were collected through questionnaires and validated through informal interviews. Findings revealed that both groups were knowledgeable and fully aware of inclusive education. School heads were more aware of the legal aspects, while teachers were knowledgeable about the pedagogical aspects of implementing inclusive education in real-life teaching contexts. Key challenges included limited functional transition programmes and insufficient teacher competencies in inclusivity, particularly content and pedagogical knowledge. The study recommends enhancing teaching strategies, providing proper orientation, training and information dissemination and strengthening teachers’ professional development through continuous learning and advanced studies.