An assessment of teachers’ readiness and self-efficacy towards inclusive education practices

The study examined the levels of teachers’ readiness and self-efficacy towards inclusive education practices, as well as the relationship between these variables at Dalaguete National High School during the school year 2025-2026. There were 40 teacher-respondents who were sought out through convenience sampling. Using a descriptive-correlative design, the data were gathered through a survey questionnaire to examine teachers’ perceived readiness towards inclusive education practices along the dimensions of pedagogical knowledge, professional development, classroom environment, and instructional strategies, self-efficacy along the dimensions of efficacy to use inclusive instructions, efficacy in collaboration, and efficacy in managing behavior, and the relationship between teachers’ readiness and self-efficacy. The study revealed that teachers’ readiness was rated proficient in all dimensions such as pedagogical knowledge, professional development, classroom environment, and instructional strategies. In terms of self-efficacy, teachers viewed themselves as efficacious in terms of efficacy to use inclusive instructions, efficacy in collaboration, and efficacy in managing behavior. Ultimately, it was found out that there is a significant positive moderate relationship between teachers’ readiness and self-efficacy. The findings became the basis of designing an action plan for the inclusive education practices.