Perception And Efficacy Of Special Education Teacher Towards Inclusive Education

AUTHOR(S)

KATE JOEFEL B. ONG DR. BENJAMIN C. SIY JR.

ABSTRACT

——— Inclusive education has become a major priority in educational systems worldwide as it promotes equal opportunities, participation, and acceptance of learners with diverse needs in regular classroom settings. This study aimed to determine the level of perception and efficacy of special education (SPED) teachers in Cagayan de Oro City toward inclusive education. Specifically, it examined teachers’ perceptions and efficacy in terms of curriculum, accommodation, learning environment, modification, instructional materials, and managing behavior. It also investigated whether significant differences exist in perception and efficacy when teachers are grouped according to their profile, and whether a significant difference exists between perception and efficacy toward inclusive education. A descriptive research design was employed using a researcher-made questionnaire administered to selected SPED teachers from public and private schools in Cagayan de Oro City. Data were analyzed using frequency and percentage, weighted mean, t-test, ANOVA, and paired t-test at a 0.05 level of significance. Results revealed that SPED teachers demonstrated a high level of perception and a moderate to high level of efficacy toward inclusive education across all six areas. Furthermore, there were no significant differences in perception and efficacy when teachers were grouped according to age, years of teaching experience, and type of school. Likewise, results indicated no significant difference between teachers’ level of perception and level of efficacy, suggesting that teachers’ positive attitudes align with their confidence in implementing inclusive practices. These findings are consistent with recent research emphasizing the role of teacher beliefs and selfefficacy in successful inclusive education implementation (Tümkaya & Miller, 2023; Fairbrother et al., 2025). The study concludes that SPED teachers in Cagayan de Oro City generally support and feel capable of implementing inclusive education practices. The outcomes have implications for professional development, teacher education, and policy enhancement to further strengthen inclusive education programs. Keywords: inclusive education, perception, self-efficacy, special education teachers, Cagayan de Oro City