Classroom Management, Efficacy Beliefs and Attitudes Towards Inclusive Education among Public Junior High School Science Teachers

Abstract

Attitudes are widely recognized as a multidimensional construct encompassing beliefs, perceptions, and feelings that shape teachers’ readiness to include all students in mainstream classrooms. Despite global efforts to promote inclusive education, research continues to reveal that many teachers exhibit negative attitudes toward inclusion, which can hinder student achievement, compromise instructional practices, and weaken the overall success of the inclusion process. Addressing these challenges requires examining the factors that influence teachers’ dispositions toward inclusion. Thus, the present study investigated the relationship between classroom management, efficacy beliefs, and attitudes toward inclusive education among public junior high school science teachers. Specifically, it sought to determine how classroom management and efficacy beliefs affect teachers’ attitudes toward inclusion. A quantitative research approach was employed, utilizing a descriptive correlational design. The study involved 121 public junior high school science teachers in District 1 of the Division of Davao City, who were randomly selected as respondents. Data were gathered using validated survey questionnaires, and statistical analyses were conducted through mean, standard deviation, Pearson’s r, and multiple linear regression. Findings revealed that classroom management and efficacy beliefs were rated very high, while attitudes toward inclusive education were rated high. Furthermore, both classroom management and efficacy beliefs were found to significantly influence teachers’ attitudes, underscoring the importance of strengthening these domains to cultivate more positive orientations toward inclusive practices. These results highlight the need for continuous professional development, targeted training, and supportive policies to enhance teachers’ readiness for inclusive education, particularly in science classrooms where diverse learning needs must be addressed.