📄 Abstract
This study determined the relationship between inclusive practices and curriculum efficacy among Grade 9 teachers in the medium schools of the Division of Davao del Norte. Specifically, it examined the extent of inclusive practices in terms of personalized instructional strategies, communicative scaffolding strategies, and collaboration and assessment strategies, as well as the extent of curriculum efficacy in terms of curriculum development knowledge, applicability according to student, and assessment and evaluation knowledge. A quantitative descriptive-correlational research design was employed involving 158 teacher-respondents selected through Slovin’s formula. Data were collected using validated survey questionnaires and analyzed using weighted mean, standard deviation, Pearson product-moment correlation, and multiple regression analysis at a 0.05 level of significance. Findings revealed that both inclusive practices and curriculum efficacy were at an extensive level, indicating that these were oftentimes evident among teachers. A significant relationship was found between inclusive practices and curriculum efficacy, suggesting that higher levels of inclusive practices were associated with improved curriculum efficacy. Regression analysis further showed that inclusive practices significantly predicted curriculum efficacy, with personalized instructional strategies and collaboration and assessment strategies demonstrating stronger influence, while communicative scaffolding strategies contributed to a lesser extent. It is recommended that higher education officials strengthen professional development programs on inclusive teaching, school heads intensify collaborative learning structures, and teachers continuously enhance personalized and communicative instructional approaches to improve curriculum implementation.
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📚 How to Cite:
Ruben M. Palomata , INCLUSIVE PRACTICES AS PREDICTORS OF CURRICULUM EFFICACY IN THE DIVISION OF DAVAO DEL NORTE , Volume 13 , Issue 6, June 2026, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , Pages: 151 - 161 , DOI: https://doi.org/10.36713/epra28271