Towards Inclusive Physical Education: Assessing the Readiness of PE Teachers in the Philippines

Abstract

This study assessed the preparedness of Physical Education (PE) teachers in the Philippines for inclusive education, focusing on training, experience, attitudes, and professional development needs. A descriptive-comparative design was used to analyze data from 35 PE teachers across public and private schools. Results showed high preparedness in attitudes and self-efficacy (M = 3.95, SD = 0.31) but moderate levels in training and experience (M = 3.19, SD = 0.32), highlighting the need for further capacity-building. Professional development needs ranked highest (M = 4.39, SD = 0.03), emphasizing a strong demand for continuous learning. Younger teachers scored highest in training needs, while experienced teachers relied on confidence and strategies. No significant differences in preparedness were found based on sex (p = 0.165), years of experience (p = 0.335), or grade levels taught (p = 0.115). Public elementary school teachers showed the highest preparedness, whereas public high school teachers faced more challenges due to curriculum constraints. These findings highlight the need for targeted training and institutional support to strengthen inclusive PE practices. The study contributes to achieving Sustainable Development Goal (SDG) 4 by promoting inclusive education.