The study investigated how teachers leadership and competence influence the promotion of inclusive education within the Department of Education in Camarines Norte, Philippines. It explored the implementation of principles such as learner-centered, developmentally appropriate, culturally sensitive, relevant, gender-responsive, and curriculum-contextualized education. Additionally, it examined the correlation between teachers competence, including trainings, academic requirements, and resources, and their ability to implement inclusive education practices. The research also identified challenges faced by teachers and proposed strategies to enhance the implementation of inclusive learning education. The findings revealed a high level of commitment among teachers toward implementing inclusive practices across various dimensions, such as learner-centered approaches, cultural sensitivity, and curriculum contextualization. However, areas for improvement were identified, such as tailoring instruction to specific developmental stages and collaborating with specialists in curriculum adaptation. The study unveiled a strong positive correlation between teacher competence, particularly in trainings and academic background, and the implementation of inclusive principles. Challenges hindering the effective promotion of inclusive education included resource constraints, lack of parental support, and limited shared accountability. To address these challenges, a multi-pronged approach was recommended, encompassing comprehensive teacher training, stakeholder collaboration, accessible infrastructure, resource provision, curriculum modifications, and awareness campaigns. The researcher proposed PROJECT We Rise to establish the Alliance for Inclusive Education (AIE) to advocate for and support inclusive education in SSES elementary schools in Camarines Norte.

Inclusive Education Principles

Teachers’ Competence

Resource Limitations

Multi-Pronged Approach

Professional Development Programs