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TEACHERS' PERCEPTION AND PRACTICES ON INCLUSIVE EDUCATION, THEIR RELATIONSHIP TO SCHOOL EFFECTIVENESS AND PERFORMANCE, DIVISION OF LAGUNA

Volume: 124  ,  Issue: 1 , May    Published Date: 14 May 2023
Publisher Name: IJRP
Views: 303  ,  Download: 179 , Pages: 1424 - 1452    
DOI: 10.47119/IJRP1001241520234935

Authors

# Author Name
1 KIM WENCESLAO C. SANCHEZ

Abstract

The purpose of the study is to survey teachers perceptions and practices on inclusive education and their relation to school effectiveness and performance. The presentation and discussion of the significant findings followed the order of the presentation of the problem statement, as stated in Chapter 1. It is limited to specific areas: 1. Description of teachers perceptions based on inclusive education curriculum, quality, and diverse teachers, respectful and accepting community, school policies, safe environment, accessibility, and assessment and reforms 2. Description of strategies and practices in inclusive education based on the critical engagement of differences, academic belonging, transparency, structure interaction, and flexibility 3. Description of school effectiveness based on solid and effective principal leadership, sustained focus on instruction and learning, safe and positive school climate and culture, high expectations for all students and staff, effective use of student achievement data, teaching practices, productive parents involvement, and building staff skills 4. Description of school performance measured according to school-based management level and OPCHR 5. Relationship between teachers perception of inclusive education and school effectiveness 6. Relationship between teachers perception of inclusive education and school performance 7. Relationship between strategies and practices in inclusive education and school effectiveness and 8. Relationship between strategy and rules in inclusive education and school performance

Keywords

  • Inclusive education
  • competencies