From Voices to Models: A Mixed-Methods Structural Equation Analysis of Teacher Efficacy, Attitudes, and Instructional Management Toward Inclusive Practice Intentions Among Cluster 1 Public Junior High School Teachers

Abstract

Teachers continue to face challenges in implementing inclusive practices due to varying levels of efficacy, attitudes, and instructional management within school environments. This situation creates inconsistencies in the delivery of equitable and inclusive instruction in Cluster 1 public junior high schools in Davao City. The objective of this study was to determine the influence of teacher efficacy, attitudes, and instructional management on teachers’ intentions to implement inclusive practices. A convergent mixed-methods design was used, combining descriptive-correlational analysis, Structural Equation Modeling (SEM), and thematic analysis of interview data. Quantitative data were gathered from 455 teachers using validated survey instruments, while qualitative insights were derived from semi-structured interviews with purposively selected participants. Findings revealed that teachers reported high teacher’s efficacy, positive attitudes, and strong endorsement of inclusive practices, but only moderate perceptions of instructional management. Correlation results showed that teacher’s efficacy had a very strong association with inclusive practices, while attitudes and instructional management showed weaker relationships. Regression analysis further revealed that teacher’s efficacy was the only significant predictor of inclusive practices. SEM results showed acceptable comparative fit but poor absolute fit, indicating the need for model refinement. Qualitative themes supported the quantitative results, emphasizing empowered teaching identity, empathy, collaborative supervision, and the moral commitment of teachers to inclusion despite structural barriers. The study concludes that teacher’s efficacy is the strongest driver of inclusive practices, while attitudes and instructional management provide indirect but meaningful support. These results imply that inclusive education thrives on strong teacher beliefs yet requires improved institutional support. It is recommended that school leaders strengthen instructional management systems and provide sustained professional development to reinforce teacher efficacy and advance SDG 4 on quality and inclusive education.