Teachers’ Adaptability, Needs, And Challenges in The Delivery of Inclusive Education

This study examined teachers’ adaptability, needs, and challenges in the delivery of inclusive education among 365 randomly selected teachers in the Schools Division of Iloilo for the school year 2025–2026. Specifically, it aimed to determine the level of teachers’ adaptability in terms of instructional strategies, classroom management, and assessment practices; identify their professional and instructional needs; assess the challenges encountered in inclusive classroom settings; and examine the relationships and predictive influence of adaptability on teachers’ needs and challenges. A descriptive-correlational research design was employed, and data were collected using a validated and pilot-tested survey questionnaire. The data were analyzed using descriptive statistics, t-test, Analysis of Variance (ANOVA), Pearson’s r correlation, and regression analysis at a 0.05 level of significance. The findings revealed that teachers’ adaptability was rated high, particularly in instructional strategies and classroom management. Teachers’ professional needs were likewise rated high, with professional development identified as the most pressing need. Challenges in delivering inclusive education were assessed as moderate to high, with large class sizes and diverse learner needs emerging as major concerns. Correlation analysis showed significant positive relationships between teachers’ adaptability and their needs, as well as between adaptability and challenges. Regression analysis further indicated that adaptability significantly predicted teachers’ capacity to address challenges and meet professional needs, accounting for 38% of the variance in needs and 29% in challenges. The study underscores the importance of strengthening teacher adaptability through sustained professional development, adequate resource provision, and strong administrative support to enhance the effective delivery of inclusive education.