Even with the right to equal education set for all learners through inclusive education, it remains elusive in the Philippines. Teachers play a vital role in the success of inclusive education, highlighting the need to understand their self-efficacy and attitudes. This research aims to determine the self-efficacy of pre-service teachers and their attitudes toward inclusive education using the Teacher Efficacy for Inclusive Practices (TEIP) and the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES). Forty-two pre-service teachers from the University of Rizal System College of Education, Morong Campus, participated. Results indicate that while pre-service teachers are generally confident in their self-efficacy for inclusive practices, there is a need for improvement in two areas: increasing acceptance of the critical and positive effects of other stakeholders and understanding different forms of disabilities to address learning-related issues. The multi-dimensional attitudes scale showed that pre-service teachers score well on the behavioral dimension, indicating a willingness to encourage, adapt, and modify approaches for inclusive education. However, scores were lower for the cognitive and affective dimensions, linked to the development of effective teaching methods and social-emotional skills, respectively. To improve these areas, it is recommended to implement and offer a Bachelor of Special Needs Education (BSNEd) program to provide comprehensive training and mastery opportunities for pre-service teachers, ensuring the proper realization of inclusive education.

Authors:
Jannie Manimtim, University of Rizal System, Philippines

About the Presenter(s)
Currently, Dr. Manimtim serves as the Campus Research and Extension Head of URS Morong and Graduate School Coordinator at URS Graduate School of Morong Campus,

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