Abstract
This study investigated teachers’ knowledge of inclusive education and their attitudes toward learners with disabilities in mainstream classrooms, addressing the gap on how conceptual understanding translates into practical dispositions. The objectives were to determine the extent of teachers’ knowledge, evaluate their attitudes, and examine the relationship between these two variables. A descriptive–correlational design was employed, with twenty-five (25) mainstream teachers serving as participants. Data were collected through a structured survey questionnaire and analyzed using mean, standard deviation, and Pearson’s r correlation. Results revealed that teachers demonstrated a high level of knowledge of inclusive education, particularly in understanding its principles, familiarity with Department of Education policies, and the creation of supportive learning environments. However, lower proficiency was noted in Universal Design for Learning, assistive technologies, and the development of Individualized Education Plans. In terms of attitudes, teachers expressed a highly positive outlook, valuing inclusion as a means of promoting equity and social justice, and showing openness to training and collaboration. Moderately positive attitudes were observed regarding workload, classroom disruptions, and anxiety when teaching learners with severe disabilities. Correlation analysis indicated a strong positive and statistically significant relationship between knowledge and attitudes (r = 0.71, p < 0.01), suggesting that greater knowledge fosters more favorable perspectives. The findings highlight that while teachers are conceptually prepared for inclusive education, practical competencies and workload concerns require further attention. The study concludes that continuous professional development, resource provision, and institutional support are essential to strengthen applied skills and ensure sustainable, effective implementation of inclusive practices in mainstream classrooms.