Volume 3 Issue 2 | 2026 | View PDF
Paper Id: IJMSM-V3I2P140
doi: 10.71141/30485037/V3I2P140

School Culture and Stakeholder Support as Predictors of Teachers Experience in Inclusive Education

Kristine B. Estorque, Renante G. Estorque, Roselyn M. Ricaforte

Citation:
Kristine B. Estorque, Renante G. Estorque, Roselyn M. Ricaforte, "School Culture and Stakeholder Support as Predictors of Teachers Experience in Inclusive Education" International Journal of Multidisciplinary on Science and Management, Vol. 3, No. 2, pp. 334-346, 2026.

Abstract:
Implementing inclusive education remains a challenge. Forecasting teacher experiences using school culture and stakeholder support as predictors was verified. Predictive research design, survey approach, purposive sampling, and multiple linear regression analysis were the methods applied. The data from 150 samples informed that the criterion was significantly forecasted by the predictors; hence, Overlapping Spheres of Influence Theory was supported. Further studies may explore other variables explaining the remaining 75.7% variance. Qualitative research may provide other potential variables from generated themes. School culture such as supportive leadership, teacher collaboration and shared commitments; and also, local government unit collaboration, school governing council engagement, and community partnerships influencing teacher experiences in inclusive education.

Keywords: Inclusive Education, School Culture, Stakeholders’ Support, Teachers’ Experiences, Predictive Design.

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