Interprofessional collaboration and inclusive classroom implementation among regular teachers: Basis for an education enhancement plan

Abstract

This descriptive-correlational study examined the relationship between interprofessional collaboration and inclusive classroom implementation among regular teachers at Mabolo National High School during School Year 2025–2026. Using total enumeration sampling, all 30 eligible regular teachers served as respondents. Data were gathered through an adapted and content-validated survey questionnaire and analyzed using weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient (Pearson r). The findings showed that respondents were predominantly female, generally in the middle to late stages of their teaching careers, and mostly held regular teaching positions. Results also showed that interprofessional collaboration was generally evident among the respondents, particularly in communication, information sharing, coordination, and recognition of other educational professionals' expertise. However, participation in formal multidisciplinary discussions received comparatively lower ratings. Likewise, inclusive classroom implementation was generally high, with teachers demonstrating strong practices in creating supportive learning environments, encouraging learner participation, managing diverse classrooms, and utilizing varied instructional materials. Assessment adaptation emerged as the least emphasized area. Statistical analysis revealed a significant moderate positive relationship between interprofessional collaboration and inclusive classroom implementation (r = .482, p = .004), indicating that greater collaborative engagement was associated with stronger implementation of inclusive educational practices. The study concluded that interprofessional collaboration significantly supports inclusive classroom implementation among regular teachers. Consequently, the study proposed an Education Enhancement Plan to strengthen multidisciplinary collaboration, increase teacher participation in collaborative decision-making, and enhance professional development on inclusive and differentiated instructional practices.