Abstract

Many studies have examined inclusive education policies, teacher attitudes, and system level issues in the Philippines but there is still a significant gap in school based empirical studies that simultaneously examine teachers' perceptions and the role of school support mechanisms in inclusive education implementation, particularly at the elementary level. This research aims to probe the perceptions of teachers and school support on inclusive education in Golden Acres Elementary School, Moonwalk Elementary School and Mikesell Elementary School to be able to craft a training program for teachers. The researcher used the descriptive correlational research design under the quantitative approach. There were 209 teachers from Golden Acres Elementary School, Moonwalk Elementary School and Mikesell Elementary School who became the respondents of this study. The survey questionnaire was adapted from the study of Cara Blackie in 2010. It was subjected to testing the internal consistency using Cronbach’s alpha Reliability Test with a value of 0.969 interpreted as excellent. The researcher used the following statistical tools: mean and Pearson r Correlation Coefficient. The study indicates that teachers generally hold positive views on inclusion and that schools already provide strong support, although both are still short of the highest level of practice. Results further show a strong link between teacher perceptions and school support, meaning that improvements in one are associated with gains in the other. To address these, a training program on managing diversity is proposed to strengthen teachers’ skills in handling varied learner needs and improving inclusive instruction, ultimately enhancing teaching quality and student learning outcomes.