ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study examined the relationship between teachers’ level of preparedness for inclusive education and the supervisory assistance provided by school administration, including instructional supervision and resource allocation. Using a descriptive-correlational design, data were gathered from 146 public school teachers. The study assessed five domains of teacher preparedness cognitive readiness, pedagogical skills, adaptive competency, collaborative readiness, and affective readiness and examined their association with supervisory variables such as policy and climate, capacity building, resource allocation, and strategic leadership. Results of the Pearson r correlation analysis revealed that teacher preparedness indicators were strongly and positively interrelated, particularly in adaptive competency, collaborative readiness, and affective readiness. However, relationships between teacher preparedness and instructional supervision variables were generally weak and not statistically significant. Similarly, supervisory assistance variables showed minimal correlation with preparedness outcomes, despite strong internal relationships among supervision components. Multiple regression analysis further confirmed that demographic variables had no significant influence on teacher preparedness or perceived supervisory assistance. Findings suggest that while teachers demonstrate strong internal readiness for inclusive education, current supervisory practices and administrative support systems are not effectively contributing to their preparedness. This indicates a gap between policy implementation and classroom-level support. The study highlights the need to shift instructional supervision from compliance-based monitoring toward developmental, coaching-oriented, and resource-responsive approaches. The study underscores the importance of strengthening supervisory systems to better support inclusive education. Enhancing teacher preparedness requires not only individual competence but also effective institutional support structures that translate policies into meaningful instructional practices. Keywords: Inclusive Education, Instructional Supervision, Teacher Preparedness, Supervisory Assistance, School Leadership