Management practices on inclusive education in Malilipot District

Bonaobra, Clarence Climacosa (2025) Management practices on inclusive education in Malilipot District. International Journal of Science and Research Archive, 15 (2). pp. 480-484. ISSN 2582-8185

The study utilized a descriptive survey method to evaluate inclusive education management practices in Malilipot District across five variables: needs assessment, strategies and policies, resource allocation, monitoring and evaluation, and continuous improvement. Data were gathered from 222 respondents—14 school heads and 208 teachers. Secondary sources included published and unpublished research, books, journals, online materials, and official issuances from the Department of Education and the Philippine Government. Relevant documents from other institutions were also examined. Collected data were systematically processed and presented in tables for analysis and interpretation, ensuring a comprehensive assessment of management practices in inclusive education. Findings: The findings of the study are the following: Continuous improvement was the most frequently practiced management approach in inclusive education (68.02%), followed by strategies and policies (65.77%). Resource mobilization was least implemented (53.60%). Needs assessment was consistently applied (4.45), with assessment tools as the most used activity (4.56) and surveys as the least (4.32). Strategies and policies (4.54) prioritized pupil participation (4.68) over policy development (4.46). Resource mobilization (4.26) emphasized budget allocation (4.36), while infrastructure access received less attention (4.22). Monitoring and evaluation (4.41) focused on pupil progress (4.50) over stakeholder involvement (4.27). Continuous improvement (4.42) prioritized feedback mechanisms (4.52), with teacher training as the least practiced (4.32). Significant differences existed in strategies and policies (F=7.38), resource mobilization (F=26.96), and continuous improvement (F=8.03), while none were noted in needs assessment (F=1.26) and monitoring (F=0.07). Challenges included limited assessment tools, engagement difficulties, lack of materials, unclear evaluation frameworks, and minimal parental involvement. Management plans were proposed to address these concerns.