Do collaborative practices matter? Examining the relationship between interprofessional collaboration and inclusive classroom implementation among teachers

Abstract

This descriptive-correlational study examined the extent of interprofessional collaboration and inclusive classroom implementation among regular teachers at Milan-Cantuod National High School during the School Year 2025–2026 and determined whether a significant relationship existed between these variables. The study involved 30 regular teachers selected through total enumeration sampling and were gathered using an adapted and validated survey questionnaire and analyzed using weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient. Findings showed that teachers generally practiced interprofessional collaboration, particularly by respecting other professionals' expertise and maintaining open communication with school specialists. Inclusive classroom implementation was also evident, with the highest ratings for creating learning environments where all learners feel accepted and respected and for encouraging the participation of learners with disabilities. However, participation in formal multidisciplinary discussions, differentiated instruction, and assessment adaptation received comparatively lower ratings. Correlation analysis revealed a weak positive relationship between interprofessional collaboration and inclusive classroom implementation (r = 0.263); however, the relationship was not statistically significant (p = 0.131). The findings suggest that while collaboration remains a component of inclusive education, factors such as teachers' competencies, professional preparation, institutional support, and available resources might influence the implementation of inclusive classroom practices, and can be considered for future studies. The study concludes that strengthening structured collaborative opportunities and providing targeted professional development in inclusive pedagogical practices may further enhance the quality of inclusive education implementation.