The Influence of Teachers’ Perception of Students’ Socioeconomic Status and Access to Teaching Resources on Instructional Strategies in Inclusive Classrooms

Many teachers face challenges in selecting effective methods and techniques to support diverse learners in inclusive classrooms. This study aimed to determine the relationship between socioeconomic status and teaching resources on the teaching approaches used by teachers in inclusive classrooms during the 2024–2025 school year. A non-experimental, quantitative research design was employed, specifically utilizing a descriptive correlational method among 181 teachers with one year of service. Findings revealed that both socioeconomic status and teaching resources received very high mean scores in relation to teaching practices. Educators frequently implemented interactive, engaging, and collaborative activities tailored to various learning styles, resulting in an overall performance level interpreted as excellent. However, the results also indicated room for further improvement. A significant relationship was found between socioeconomic status and the availability of teaching resources, aligning with Bronfenbrenner’s Ecological Systems Theory (1979). The study supports the assertion that teacher perception, access to resources, and chosen methods are interrelated. It is recommended that future research explore additional variables not included in this study to reinforce or challenge these findings and broaden the understanding of factors affecting educational outcomes.