Teachers’ Competence, Motivation, and Practices: Pathways to Inclusive Learning
DOI:
https://doi.org/10.65339/ijsair.V2.I2.341Keywords:
Assessment Literacy, Inclusive Education, Motivation, Teacher Competence, Teaching Practices, Universal Design for LearningAbstract
This study examines teachers’ competence, motivation, and teaching practices as interrelated pathways to inclusive learning in public elementary schools in the Schools Division of Bohol. Anchored on Bandura’s Social Cognitive Theory, Self-Determination Theory, and Vygotsky’s Sociocultural Theory, the research investigates how these variables interact to support inclusive education. A quantitative descriptive-correlational design was employed, involving 298 respondents (247 Key Stage 2 teachers and 51 school heads) selected through random sampling. Data were collected using a researcher-modified, validated questionnaire (α = 0.919) and analyzed using descriptive statistics, correlation analysis, and the Kruskal–Wallis H test. Findings revealed that teachers demonstrated high levels of competence (M = 3.77), motivation (M = 3.69), and inclusive teaching practices (M = 3.72). However, inclusive strategies and Universal Design for Learning (UDL) were the least developed areas. Significant positive relationships were found among competence, motivation, and teaching practices, with motivation showing the strongest influence on instructional practices. No significant differences were observed across demographic variables, indicating that these factors are shaped more by professional and internal dynamics than by background characteristics. Despite high competence and motivation, challenges such as lack of SNED training, heavy workloads, and limited resources hinder effective implementation of inclusive strategies. The study concludes that strengthening teacher training, particularly in SNED and UDL, along with enhanced institutional support and instructional leadership, is essential to sustain inclusive practices. It recommends continuous professional development, collaborative learning communities, and targeted capacity-building programs. This study aligns with SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 10 (Reduced Inequalities) by promoting inclusive and equitable learning environments and improving teacher working conditions. Its sustainability impact lies in enhancing educational quality, strengthening institutional capacity, and supporting equitable access to learning, thereby contributing to long-term socio-educational development.
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