The Influence of Knowledge of Inclusive Education and Teaching Self-Efficacy on the Inclusive Teaching Readiness Among 4th Year BSED Students at Kolehiyo ng Pantukan

Inclusive teaching readiness refers to teachers’ preparedness to establish equitable and responsive learning environments that accommodate diverse learners, including students with disabilities. It is associated with teachers’ knowledge of inclusive education and their teaching self-efficacy in implementing differentiated instruction and collaborative practices. This study examined the relationship between knowledge of inclusive education, teaching self-efficacy, and inclusive teaching readiness among fourth-year Bachelor of Secondary Education students. A descriptive-correlational research design was employed. Data were obtained from 146 respondents using a researcher-adapted questionnaire. Mean scores were computed to determine the levels of the variables, and the Pearson Product–Moment Correlation Coefficient was used to test the relationships among them. The results indicated high levels of knowledge of inclusive education, teaching self-efficacy, and inclusive teaching readiness. Significant positive correlations were found between knowledge of inclusive education and inclusive teaching readiness, and between teaching self-efficacy and inclusive teaching readiness. These findings indicate that higher levels of knowledge and self-efficacy are associated with greater readiness for inclusive teaching. The study emphasizes the importance of strengthening inclusive education preparation and enhancing teaching self-efficacy among preservice teachers to support effective inclusive classroom practice.