Interprofessional collaboration and inclusive classroom implementation among regular teachers in an elementary school

Abstract

Despite the growing emphasis on inclusive education and collaborative teaching practices, empirical evidence remains limited on the relationship between interprofessional collaboration and inclusive classroom implementation among regular teachers in Philippine public elementary schools. This study determined the extent of interprofessional collaboration and inclusive classroom implementation as perceived by regular teachers at Bagong Lipunan Elementary School during School Year 2025–2026 and examined the relationship between these variables to inform an inclusive education action plan. The study employed a descriptive-correlational research design involving 30 regular teachers selected through total enumeration. Data were collected using an adapted and validated questionnaire that measured interprofessional collaboration and inclusive classroom implementation. Data analysis used frequency counts, percentages, weighted mean, standard deviation, and the Pearson Product-Moment Correlation Coefficient. Findings showed that interprofessional collaboration was generally evident among regular teachers (WM = 3.05), particularly in recognizing other professionals' expertise and maintaining communication with specialists. Inclusive classroom implementation was likewise evident (WM = 3.12), with strengths in creating supportive learning environments and encouraging learner participation. However, teachers implemented differentiated instruction and assessment adaptations less consistently. Correlation analysis indicated a weak positive relationship between interprofessional collaboration and inclusive classroom implementation (r = .298, p = .089), which was not statistically significant. The study concluded that while both interprofessional collaboration and inclusive classroom implementation were evident among teachers, collaboration alone was not significantly associated with differences in inclusive classroom implementation. The findings highlight the need for structured multidisciplinary collaboration, professional development in inclusive pedagogies, and institutional support mechanisms to strengthen inclusive educational practices.