📄 Abstract
Teacher unpreparedness in inclusive education is alarming. The significance of attitudes and work engagement as predictors of teacher readiness in inclusive education was established. Using predictive design, surveying 250 samples selected through random sampling, and analyzing data using multiple linear regression, the results showed that teacher attitudes toward inclusive education and work engagement strongly predict readiness to implement inclusive practices (61.5%), partially supporting the Theory of Planned Behavior. Future research may include additional factors of teacher readiness, while schools may enhance attitudes and engagement through professional development.
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📚 How to Cite:
Mary Lou S. Lemente , ATTITUDES TOWARD INCLUSIVITY AND WORK ENGAGEMENT AS PREDICTORS OF TEACHER READINESS IN INCLUSIVE EDUCATION , Volume 11 , Issue 6, June 2026, EPRA International Journal of Research & Development (IJRD) , Pages: 433 - 442 , DOI: https://doi.org/10.36713/epra28523