Primary Grade Teachers' Perspectives and Dedication to Inclusive Education

Abstract

This study explored the relationship between teachers' demographic profiles (age, gender, educational attainment, rank, years of teaching, and training) and their attitudes and affective commitment toward inclusive education in kindergarten to Grade 4 settings. Using a descriptive-correlational research design and quantitative methods, the study surveyed 32 teachers from selected schools in Bohol Province. Statistical analyses, including Pearson’s r and Chi-square tests, revealed no significant relationships between the demographic profiles and teachers’ attitudes or affective commitment toward inclusive education. The findings align with existing literature, which suggests that contextual factors, such as professional development, institutional support, and direct experience with inclusive practices, play a more critical role in shaping positive attitudes and commitment than demographic variables. The study underscores the importance of providing targeted training, fostering collaborative school environments, and enhancing institutional support systems to empower teachers and strengthen inclusive education practices. These findings contribute to a growing understanding of how systemic factors can better address the challenges of implementing inclusive education, ensuring that all learners, including those with special educational needs, receive equitable and quality education.