Teachers' Level of Professional Engagement and Competence Towards Inclusive Classroom Management

The study investigated teachers’ demographic profile, professional engagement and competence in managing inclusive classrooms, as well as the relationship between these variables Cebu, Philippines during the school year 2025-2026. There were 30 teacher-respondents who were selected through purposive sampling. Using a descriptive-correlational design, the data were gathered through a survey questionnaire. The study revealed that most of the teachers possessed a strong teaching experience of 4-10 years, leaned towards handling a large class size of 31-40, and had sufficient inclusive trainings or seminars attended of 4-10. In terms of professional engagement, teachers perceived themselves as engaged in all the dimensions, namely, personalized instruction, communicative scaffolding, collaboration, and assessment strategies. When it came to competence, teachers viewed themselves to have a proficient competence in the dimensions of noticing diversity, quality of learner interaction, and creating a stimulating environment. Moreover, it was found out that all teachers’ demographic variables such as number of years of teaching experience, learners in the class, and inclusive education seminars or trainings attended had no significant relationship between professional engagement and competence in managing inclusive classrooms. Conversely, there was a statistically significant relationship between teachers’ professional engagement and competence. It was concluded that professional development needs to be intensified to enhance teachers’ vital skills in implementing inclusive classrooms. Ultimately, the findings became the basis of designing an action plan for managing inclusive classrooms.