Professional Development, Perceived Readiness and Instructional Practices of Inclusive Education Teachers

Abstract

Background: Professional development and perceived readiness shape the inclusive instructional practices of secondary teachers amid the implementation of the MATATAG Curriculum in the Philippines. Aims: This study investigates the relationship between professional development, perceived readiness, and the instructional practices of inclusive education teachers at Muntinlupa National High School – Senior High School. This research seeks to identify the critical factors that empower teachers to effectively support students with varied learning needs. Study Design: This study employed a descriptive-correlational design, utilizing purposive sampling to gather data from inclusive education teachers during the 2025-2026 academic year. Place and Duration of Study: The study was conducted at Muntinlupa National High School - Senior High School for school year 2025-2026. Methodology: The respondents consisted of 125 inclusive education teachers, of which the actual sample of 95 was computed using the Raosoft Calculator with a confidence level of 95% and a margin of error of 5%. A self-made questionnaire was utilized and divided into three sections: professional development, perceived readiness, and instructional practices. This study used a four-point Likert format to prepare the scale items. Thereafter, the instrument underwent statistical validation using Cronbach’s Alpha. Results: This study found that professional development activities were perceived as highly professional (M = 3.63), with respondents also reporting a "Very High" level of overall readiness (mean: 3.54) that peaked in professional readiness (M = 3.69) and was lowest in contextual readiness (mean: 3.37). Similarly, inclusive education instructional practices were interpreted as “Always” with an overall (mean: 3.72), excelling most in reflective and adaptive practices (M = 3.77) but showing a need for improvement in inclusive design practices (M = 3.65). Statistical analysis revealed significant positive correlations (p < 0.01) among professional development, perceived readiness, and instructional practices variables, proving that professional development is strongly linked to both teacher readiness and instructional practices, and that higher teacher readiness significantly improves the implementation of inclusive, responsive, and adaptive instructional strategies. Conclusion: The study concludes that highly effective professional development directly drives teacher readiness and instructional competence, proving that strong teacher preparedness is vital for successful inclusive education.