Teachers’ Preparedness and Instructional Experiences in the Implementation of Inclusive Education in Public Secondary Schools

Abstract

This qualitative phenomenological study explored teachers’ preparedness and instructional experiences in the implementation of inclusive education in public secondary schools. Specifically, the study examined teachers’ readiness in handling diverse learners, instructional challenges encountered in inclusive classrooms, and pedagogical practices utilized to support inclusive learning environments. Data were gathered through semi-structured in-depth interviews with twelve purposively selected secondary school teachers from public schools implementing inclusive education. Thematic analysis following Braun and Clarke’s framework was employed in analyzing the data. Findings revealed that teachers demonstrated varying levels of preparedness in inclusive education, particularly in differentiated instruction, classroom management, learner assessment, and handling learners with diverse educational needs. Participants also identified challenges related to limited training, insufficient instructional resources, large class sizes, and inadequate institutional support. Despite these concerns, teachers demonstrated instructional adaptability through differentiated teaching, peer-assisted learning, collaborative classroom practices, contextualized instruction, and emotional support strategies. Participants emphasized the importance of professional development, inclusive pedagogical training, and collaborative stakeholder support in strengthening inclusive education practices. The findings underscore the importance of responsive instructional approaches and institutional support systems in promoting effective inclusive education implementation in public secondary schools.