ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This qualitative study explored the lived experiences, challenges, and perceptions of school heads and teachers regarding the implementation of inclusive education in public schools within Talisay Cluster 1 and 2, Schools Division of Talisay City, Cebu, during the School Year 2024–2025. Using a phenomenological approach, the research captured rich, narrative accounts from educators directly involved in inclusive practices. Findings revealed that while teachers and school leaders express a deep commitment to inclusive education, they face significant obstacles, including lack of resources, inadequate training, logistical constraints, and attitudinal resistance. These challenges often lead to inconsistent application of inclusive strategies, despite educators’ personal dedication and willingness to innovate. The study further revealed the importance of systemic support, such as sustained professional development, administrative backing, peer collaboration, and school-wide cultural alignment, to ensure the sustainability of inclusive education. Leadership plays a pivotal role in shaping inclusive environments by promoting shared ownership and embedding inclusion into school values and policies. Additionally, the findings underscore the need for coordinated policy actions, enhanced stakeholder engagement, and increased investment in infrastructure and human resources. Implications of the study emphasize that inclusive education cannot rely solely on individual passion it must be supported by a robust, multi-level system that aligns policy, practice, and community engagement. The results inform educators, administrators, and policymakers about the concrete steps needed to move from fragmented efforts to a cohesive, inclusive education framework that ensures equity and quality for all learners, especially those with diverse learning needs. Keywords — Inclusive Education, Teacher Experiences, Educational Challenges, School Leadership, Systemic Support