Teachers’ Knowledge and Attitude towards Inclusion in Public Elementary Schools of Mataasnakahoy, Batangas

This descriptive-survey study investigated the knowledge and attitude of teachers in all public elementary schools of Mataasnakahoy District, Division of Batangas toward the inclusion of children with special educational needs (CSEN) in regular classrooms. The study involved a population of 120 teachers and school heads, from which 85 respondents were selected through simple random sampling for testing. Data were gathered through a questionnaire containing structured knowledge items, attitude statements, and an interview component. The results showed an average level of knowledge toward inclusion, with 55.08% average correct responses. The overall attitude toward inclusion was partly positive, with an overall weighted mean of 2.52. The professional, philosophical, and logistical dimensions obtained weighted means of 2.52, 2.53, and 2.51, respectively. Among the profile variables examined, gender showed a statistically significant relationship with attitude toward inclusion (r = 0.275, p = 0.011), while the other profile variables did not show significant relationships. The correlation between knowledge and attitude was also not significant (r = -0.088, p = 0.425). Based on the findings, the study proposed a seminar-workshop and related school-based activities focused on strengthening teachers’ understanding of inclusive education, building confidence and positive attitudes, improving classroom and behavioral-management strategies, and providing opportunities for open discussion and collaboration.