A Quantitative Analysis of Teacher Attitudes Toward Inclusive Education and its Impact on Lsen Engagement

Abstract

This quantitative correlational study, anchored in Ajzen’s Theory of Planned Behavior (1991) and Bronfenbrenner’s Ecological Systems Theory (1979), and supported by key legislation such as R.A. 7277 (Magna Carta for Disabled Persons), R.A. 10533 (K–12 Law), and R.A. 11650 (Inclusive Education Law), examined the relationship between teachers’ attitudes toward inclusive education and the engagement of learners with special educational needs (LSENs) in mainstream classrooms at Mandaue City Comprehensive National High School during the 2025–2026 school year. Thirty (30) SPED teachers participated by completing a structured survey questionnaire. Findings revealed that most respondents were female, in the 31–40 age group, and relatively early in their teaching careers, with moderate exposure to SPED training and professional development. Teachers generally exhibited positive attitudes toward inclusion, expressing a willingness to adapt instructional strategies and a belief in the benefits of inclusive practices. However, they indicated a need for further training, particularly in assistive technology. LSEN engagement was perceived as high across peer interaction, participation, and task completion, though academic improvement was somewhat less consistent. Statistical analysis showed no significant relationships between teacher attitudes and LSEN engagement, nor between demographic variables and teacher attitudes, suggesting that other factors, such as teacher competence, school resources, and institutional support, may play a more substantial role in shaping outcomes. The study recommends more targeted and sustained professional development, mentoring, provision of support staff, and systematic monitoring of LSEN engagement to ensure meaningful academic progress within inclusive classrooms.