Abstract

This research examined the relationship between the perceived support of non-SPED teachers and the academic engagement of learners with special needs in inclusive classrooms in Bacolod City, Philippines. While several studies recognize the importance of teacher support in inclusive education, limited research has explored its relationship with the academic engagement of learners with special needs in the local context. A quantitative design using a descriptive-correlational method was employed to address this gap. A total of 30 grade school learners with special needs were selected through purposive sampling. Adapted standardized questionnaires, namely the Perceived Teacher Support Scale (PTSS) and the Student Engagement in Schools Questionnaire (SESQ), were used to measure perceived teacher support and academic engagement. Findings revealed that teacher support was generally perceived as present and learners demonstrated a high level of academic engagement. The study further found a very strong positive relationship between perceived teacher support and academic engagement (r = 0.944, p < .001). The results highlight the importance of supportive and inclusive teaching practices in enhancing learner participation, motivation, and engagement in inclusive classrooms. The implications suggest that schools and teachers need to strengthen inclusive instructional practices, emotional support, and responsive classroom environments to further improve the academic engagement of learners with special needs.