IJECE Published Articles

Abstract This study examined the extent of inclusivity implemented in basic education and the leadership styles of teachers that support inclusive practice in the Schools Division of Surigao City. Anchored on Leadership Styles Theory and inclusive education frameworks, the study used a descriptive-correlational design involving 283 elementary and secondary school teachers selected through stratified random sampling from schools implementing Special Needs Education, Indigenous Peoples Education, Madrasah Education, and Alternative Learning programs. Data were gathered through a validated researcher-made questionnaire with strong reliability coefficients for leadership styles (Cronbach's alpha = 0.91) and inclusivity factors (Cronbach's alpha = 0.89). Results showed that inclusivity was highly implemented overall (M = 3.54), with institutional policies rated highest (M = 3.66) and resource availability lowest but still highly implemented (M = 3.33). Teachers' leadership styles were generally highly supportive (M = 3.64), with transformational leadership obtaining the highest mean (M = 3.73), followed by servant, participative, distributed, transactional, and autocratic leadership. Leadership styles generally did not significantly differ across most profile variables, except distributed leadership by socioeconomic status and autocratic leadership by years of experience. All leadership styles showed significant positive relationships with the inclusivity dimensions, indicating that teacher leadership is a practical mechanism for strengthening inclusive education. The study concludes that inclusivity in Surigao City basic education is supported by both institutional systems and teacher-led classroom practices, but improvement is still needed in resources, culturally responsive support, and professional leadership development.