Examining teachers’ cognitive attitudes and barriers toward inclusive education implementation in the Philippine setting

2026 IJRSE – Volume 15 Issue 19

Available Online: 2 August 2026

Author/s:

Saladaga, Queenie M.*
Cebu Technological University-Main Campus, Philippines (queeniesaladaga.102486@gmail.com)

Albarico, Analiza L.
Nabua, Mechelle T.
Cataluña, Janet E.
Ylanan, Mellenie Rose P.
Tenerife-Cañete, Janine Joy
Pinili, Lilibeth C.
Espina, Raymond C.
Capuno, Reylan G.
Añero, Marjorie B.
Añora, Honorio C.
Peteros, Emerson D.

Abstract:

This study examined the influence of cognitive attitudes and the concurrent challenges encountered by teachers in handling inclusive education classrooms at Tabunan National High School, Tabunan, Borbon, Cebu Province during the school year 2025–2026. A descriptive correlational research design was utilized, employing an adapted questionnaire as the primary data collection instrument, with forty (40) teachers participating as respondents. Statistical tools, including weighted mean, simple percentage, and Pearson product-moment correlation coefficient, were applied. The overall mean indicated that respondents held positive cognitive attitudes toward handling inclusive education classrooms. The overall weighted means for barriers related to students’ self-efficacy, self-help skills, social skills, and academic skills were all interpreted as moderate, resulting in a grand mean also classified as moderate. The findings indicated that there was no significant relationship between teachers’ cognitive attitudes and the concurrent challenges they faced, as the null hypothesis could not be rejected. Based on these results, the development and implementation of a training workshop program is recommended.

Keywords: special education, inclusive classroom, cognitive attitude, concurrent struggles, descriptive method, Borbon, Cebu

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DOI: https://doi.org/10.5861/ijrse.2026.26367

Cite this article:
Saladaga, Q. M., Albarico, A. L., Nabua, M. T., Cataluña, J. E., Ylanan, M. R. P., Tenerife-Cañete, J. J., Pinili, L. C., Espina, R. C., Capuno, R. G., Añero, M. B., Añora, H. C., & Peteros, E. D. (2026). Examining teachers’ cognitive attitudes and barriers toward inclusive education implementation in the Philippine setting. International Journal of Research Studies in Education, 15(19), 19-26. https://doi.org/10.5861/ijrse.2026.26367

* Corresponding Author