An Analysis of the Relationship between School Support and Inclusive Teaching Strategies

Abstract

This study examined the relationship between perceived school support and the implementation of inclusive education among teachers at Lagtang Elementary School during the 2025–2026 school year, serving as the basis for a proposed Action Plan. It analyzed the demographic profile of the teachers, including age, gender, educational attainment, length of service, and teaching position, and assessed their perceptions of school support and the extent to which inclusive education was applied in classrooms. Data were collected using a structured survey questionnaire and analyzed through descriptive statistics, including frequency, percentage, and weighted mean, while Pearson’s correlation coefficient was employed to determine the relationship between perceived school support and inclusive education implementation. Findings revealed that the majority of the teachers were female and mid-career professionals with varying levels of academic qualifications. Teachers generally perceived that their school provided adequate support for inclusive education, particularly in areas such as administrative guidance and availability of resources. Inclusive education was frequently implemented, with notable practices including fair and inclusive assessments, involvement of parents in student learning, provision of personalized academic and emotional support, and integration of assistive technology. However, correlation analysis indicated a negligible and non-significant relationship between perceived school support and the extent of inclusive education implementation, suggesting that other factors, such as teacher competence, motivation, and prior experience, played a more critical role in effective inclusion. Based on these findings, the study recommended the use of an Action Plan to strengthen school support systems and guide teachers in consistently implementing inclusive practices.