Abstract
Republic Act No. 11650 obliges Philippine public schools to deliver inclusive education, yet school-level evidence on teacher preparedness in rural divisions is limited. This descriptive-correlational study measured readiness for inclusive education and self-reported implementation of inclusive practices among junior high school teachers in four public high schools of the Schools Division of Zamboanga Sibugay during School Year 2025–2026. A researcher-made 40-item instrument measured four readiness and four implementation dimensions on a four-point scale, with pilot Cronbach’s alpha of .80 for readiness and .83 for implementation and main-sample dimension alpha from .74 to .90. Analyses of 130 completed questionnaires used Welch’s analysis of variance, Pearson correlation, and two ordinary least squares models. Attitude toward inclusion was the highest readiness dimension (M = 3.28, SD = 0.45), while access to support and confidence (M = 1.63, SD = 0.48) and knowledge of inclusion policies (M = 2.05, SD = 0.52) were lowest. Behavior support and classroom management was the highest implementation dimension (M = 2.74, SD = 0.69) and collaboration with stakeholders the lowest (M = 2.06, SD = 0.70). Readiness differed by training sessions attended, Welch F (3, 11.3) = 19.02, p < .001, ω² = .287, and implementation by class size, Welch F (3, 39.9) = 7.53, p < .001, ω² = .084. The two composites were positively associated, r = .40, p < .001, 95% CI [.25, .54]. After adjustment, training exposure remained associated with readiness, while readiness and class size remained associated with implementation. Applied policy knowledge and specialist access are capacity-building priorities, while large-class workload requires administrative, staffing, or workload-management responses.