ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
——— This study examines how effective different teaching methods are in inclusive education programs at Public Elementary Schools in San Pozorrubio Districts 1 and 2, Pangasinan for the school year 2024-2025. It focuses on four main areas: the background of the teachers, the effectiveness of teaching strategies, differences in effectiveness based on teacher profiles, and relationships between teaching effectiveness and teacher background. To analyze the data, various statistical methods were used, including frequency counts, averages, ANOVA, and correlation. The study involved 64 respondents, mostly married women aged 31-40 with Master’s degrees, and revealed low participation in training, which indicates a chance for growth in professional development. Teachers and administrators found the Inclusive Education Program’s strategies “Very Effective,” especially for students with language challenges. No major differences in effectiveness were linked to teachers’ demographics or training, showing the importance of teaching practices instead. A positive link was found between teachers’ higher education levels and instructional effectiveness, highlighting division-level training as essential for improving outcomes in inclusive classrooms. The findings show that educated, married women in this age group are under-engaged in training, suggesting a need for better professional development opportunities. High ratings for the Inclusive Education Program’s strategies emphasize the need for more focus on language proficiency. Factors such as demographics and teacher training levels do not significantly impact these strategies; instead, context and practices are key. There is also a correlation between higher education levels and effective strategies, demonstrating that localized division-level training is vital for enhancing inclusivity in education. The Department of Education should increase training accessibility for this group by providing flexible learning options like online courses and local workshops. Schools must improve strategies within the Inclusive Education Program, focusing on teacher professional development and continuous assessments to address diverse learner needs. Educational stakeholders should implement effective practices and encourage collaboration among educators to boost student outcomes. Institutions should prioritize advanced training in inclusive education, customizing division-level training to meet local demands for diverse student populations. Keywords: instructional strategies, inclusive education, public schools, special education