International Journal of Multidisciplinary Research and Growth Evaluation  |  ISSN (Online): 2582-7138  |  Double-Blind Peer Review  |  Open Access  |  CC BY 4.0

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     2026:7/3

International Journal of Multidisciplinary Research and Growth Evaluation

ISSN (Online): 2582-7138 | Open Access

Implementing Inclusive Physical Education in Public Secondary Schools: Teachers’ Attitudes, Pedagogical Practices, and Institutional Constraints in a Cross-Sectional Study

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Volume: 4 | Issue: 6 | Pages: 1379-1393

Subject: Physical Education

Country: Benin

DOI: https://doi.org/10.54660/IJMRGE.2023.4.6.1379-1393

License: CC BY 4.0

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Abstract

Inclusive physical education (IPE) in public secondary schools is vital for ensuring that students of all abilities can participate meaningfully, build physical literacy, and benefit socially and emotionally from school sport and movement activities. This cross-sectional study explored how physical education teachers view inclusion, what they do in practice, and which school-level factors help or hinder IPE implementation. Teachers from urban and peri-urban public secondary schools participated through structured questionnaires, while classroom practices were further examined using semi-structured observations. Data were analysed using descriptive statistics and multivariate techniques to understand how teacher characteristics, attitudes, teaching approaches, and institutional constraints relate to one another. Overall, most teachers expressed positive attitudes toward IPE and recognised its educational and social value. However, inclusion was not consistently implemented. Teachers reported using strategies such as modifying tasks, cooperative learning, peer-assisted instruction, and differentiated assessment, but these practices were applied irregularly and often depended on individual effort rather than structured school support. Teachers who had previous training in adapted physical education or inclusive pedagogy showed higher confidence and used inclusive methods more frequently. In contrast, mixed or negative attitudes were commonly linked to workload stress and the feeling that the school system did not support inclusion. Several institutional barriers were repeatedly identified, including large class sizes, limited facilities and adapted equipment, rigid curricula, inadequate professional development, weak policy enforcement, and insufficient time within school timetables. Competitive assessment systems also restricted inclusive teaching by prioritising performance over participation. Classroom observations reinforced these findings, showing a clear gap between teachers’ inclusive intentions and what was actually delivered. Still, some teachers demonstrated creative, low-cost adaptations, suggesting that effective inclusion is achievable when flexibility and administrative support exist. The study concludes that positive attitudes alone are not enough; sustained training, curriculum adjustments, resources, and strong school leadership are essential for meaningful inclusive physical education.

How to Cite This Article

Emmanuel Ohiuya Ojeme, Ebako Faith Destiny (2023). Implementing Inclusive Physical Education in Public Secondary Schools: Teachers’ Attitudes, Pedagogical Practices, and Institutional Constraints in a Cross-Sectional Study . International Journal of Multidisciplinary Research and Growth Evaluation (IJMRGE), 4(6), 1379-1393. DOI: https://doi.org/10.54660/IJMRGE.2023.4.6.1379-1393

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  1. 5. Institutional Constraints Affecting Implementation Inclusivephysicaleducationinpublicsecondaryschoolsispractices, butalsooftenmoredecisivelybyinstitutionalconstraintsembeddedwithinthewiderschoolsystem. Theseconstraintsincludestructuralconditions, administrativeweaknesses, andresourcelimitationsthatshapewhatteacherscanrealisticallydoinday-to-daylessons. Evenwhenteachersarewillingandprofessionallycommittedtoinclusiveeducation, theymaybeworkinginenvironmentsthatmakesustainedinclusiondifficulttoachieveinpractice. Asaresult, inclusioncanremainmoreofapolicyintentionthanaconsistentclassroomreality, particularlyinunder-resourcedpublicschoolcontexts(Ajayi&Akanji,2021; Ejibenametal.,2021; Osabuohien, Omotara&Watti,2021\. Structuralbarriersareamongthemostvisibleobstaclestoinclusivephysicaleducation. Largeclasssizes, whicharecapacitytoprovideindividualizedinstruction, monitorstudentsclosely, andrespondtodiverseneedsinrealtime. Physicaleducationsettingsalsocarryhighersafetydemandsthanmanyclassroomsubjectsbecausemovement-basedactivitiesincreaserisksofinjury, overcrowding, andmismanagement. Ininclusiveclasseswheresomelearnersmayrequireclosersupervision, mobilitysupport, ormodifiedsafety, timemanagement, andclassroomcontrol. Undertheseconditions, teachersmaydefaulttouniformactivitiesthatareeasiertomanage, butlessadaptableoftenleavingstudentswhoneedadjustmentsonthemarginsofparticipation(Akanji&Ajayi,2022; Francis Onotoleetal.,2022\. Timetablingandcurriculumstructuresfurtherlimitinclusivepracticeinphysicaleducation. Inmanysecondaryschools, physicaleducationisassignedlesstimethanexaminableacademicsubjects, reflectingitsrelativelylowinstitutionalpriority. Shortlessonperiodsandinfrequentsessionsreduceopportunitiesforprogressiveskilldevelopment, inclusivefeedback, andmeaningfuladaptationfordiverselearners. Inaddition, physicaleducationmaybescheduledatinconvenienttimesorremovedwhenacademicpressuresincrease, reinforcingtheperceptionthatitisexpendable. Whenphysicaleducationisstructurallymarginalizedinthisway, itbecomesharderforteacherstoimplementinclusionconsistentlyandharderforstudentstoexperiencethesubjectasalegitimatelearningspacewhereeveryonebelongs(Awe,2021; Halliday,2021; Isa,2021; Jimoh&Owolabi,2021\. Administrativeconstraintsalsoshapethedegreetowhichinclusivephysicaleducationisimplementedeffectively. Acommonproblemisthegapbetweeninclusiveeducationpoliciesandtheoperationalguidanceneededforpracticalimplementation. Policiesmayexistatnationalorstatelevels, butschoolsmaylackclearprocedures, monitoringstructures, andaccountabilitymechanismsthattranslateinclusionintospecificexpectationsforphysicaleducation. Whenguidanceisvague, teachersarelefttointerpretinclusionindependently, producingunevenimplementationacrossschoolsandevenwithinthesameschool. Thisinconsistencyoftenreflectsdifferencesinindividualteachercapacityratherthanacoordinatedinstitutionalplan(Adeshina,2021; Isa, Johnbull&Ovenseri,2021; Wegner, Omine&Vincent,2021\. Leadershipsupportisanotherkeyadministrativefactor. Inclusioninphysicaleducationrequiresadministratorswhoactivelyprioritizeequity, encouragecollaboration, andallocatetimeandresourcestosupportinclusivepractices. Inschoolswhereleadershipfocusesmainlyonexaminationoutcomesandacademicperformancemetrics, inclusivephysicaleducationmayreceivelittleattention. Teachersmaythenexperienceinclusionasanadditionalburdenratherthananinstitutionalresponsibilitysharedacrosstheschool. Withoutvisibleleadershipcommitment, teachershavefewerincentivesandfeweropportunitiestoinnovate, collaborate, oraccesssupportmakinginclusivepracticemorefragileanddependentonpersonaleffort(Ajayi&Akanji,2023; Halliday,2023; Udensi, Akomolafe&Adeyemi,2023\. Resource-relatedbarriersremainamongthemostsignificantinstitutionalconstraints. Inclusivephysicaleducationrequiressuitablefacilitiesandequipmenttoensurethatactivitiescanbeadaptedsafelyandmeaningfully. Yetmanypublicsecondaryschoolsoperatewithinadequateorpoorlymaintainedspacessuchasovercrowdedfields, limitedindoorareas, andinsufficientmaterialsforroutineinstruction. Adaptiveequipmentsuchasmodifiedballs, mobilitysupports, orinclusivesportstoolsisoftenunavailable. Insuchsettings, teachersmaystruggletomodifyactivitieseffectively, particularlyforstudentswithphysicaldisabilitiesormedicalneeds. Theresultisthatexclusionmayoccurnotbecauseteachersintendtoexclude, butbecausethelearningenvironmentmakesinclusionpracticallydifficulttosustain(Akinbodeetal.,2023; Onibokunetal.,2023; Osabuohienetal.,2023\. Humanresourcelimitationsfurthercompoundthesechallenges. Inclusivephysicaleducationoftenbenefitsfromadditionalsupportpersonnel, includingteachingassistants, specialeducators, therapists, orhealthprofessionalswhocanhelpplanadaptationsandsuperviselearnerswhoneedextrasupport. Inmanypublicschools, theseformsofsupportareeitherabsentorinconsistentlyavailable, leavingphysicaleducationteacherstomanagediverseclassesalone. Thisincreasesworkload, stress, andthelikelihoodthatinclusivestrategieswillbesimplifiedorabandonedunderpressure. Wherecollaborationbetweenphysicaleducationteachersandspecialeducationprofessionalsisweak, inclusivesupportbecomesfragmentedandreactiveratherthanplannedandcoordinated(Akande&Chukwunweike,2023; Aweetal.,2023; Ogundipeetal.,2023\. Professionaldevelopmentisanothercriticalresourceconstraint. Althoughinclusiveeducationpoliciesoftenassumethatteacherswillhavethecompetencetoadaptinstruction, manyphysicaleducationteachersreportlimited International Journalof Multidisciplinary Researchand Growth Evaluationwww. allmultidisciplinaryjournal. com1387|Pageaccesstosustainedtrainingthatisspecifictoinclusivephysicaleducation. Whentrainingexists, itmaybebroadandtheoreticalratherthanpractical, ongoing, andtailoredtotherealitiesofteachingmovement-basedcontentincrowdedenvironments. Withouttargetedtraining, teachersmaylackconfidenceinadaptation, assessmentadjustments, disability-sensitivecommunication, andsafetymanagement. Thiscanweakenself-efficacyandleadtosuperficialimplementation, whereinclusionbecoratherthanagenuinelysupportivepractice(Ajayi&Akanji,2022; John&Oyeyemi,2022; Osabuohien,2022\. Financialconstraintsunderpinmanyoftheselimitations. Publicsecondaryschoolsinresource-limitedsystemsoftenoperateunderbudgetsthatprioritizecoreacademicinfrastructureandstaffing, leavinglimitedfundsforfacilityupgrades, equipmentprocurement, orspecialistservicesthatsupportinclusion. Whereinclusioncompeteswithmultipleurgentneeds, administratorsmayhesitatetoinvestininclusivephysicaleducationunlesspolicyframeworksprovideincentives, dedicatedfunding, orexternalsupport. Thiscreatesacycleinwhichinclusivepoliciesexistonpaper, butthematerialconditionsrequiredforimplementationremainweak(Adeshina,2023; Onyedikachietal.,2023; Wegner&Ayansiji,2023\. Assessmentandaccountabilitysystemsalsoinfluenceinstitutionalpriorities. Inmanyeducationsystems, schoolsuccessismeasuredlargelythroughstandardizedacademicoutcomes, whichcanreduceattentiontosubjectslikephysicaleducation. Wheninstitutionalrewardstructuresdonotvalueinclusiveparticipationinphysicaleducation, investmentandinnovationtendtodecline. Teachersmayfocusonmeetinggeneralcurriculumexpectationsundertimepressureratherthanadaptinginstructiontomeetdiverseneeds, especiallywheninclusionisnotexplicitlymonitoredorrewardedwithinaccountabilityframeworks. Thisperformance-drivenenvironmentcanindirectlyweakeninclusivepractice, evenwhereteachersaresupportiveofinclusioninprinciple(Akpanetal.,2017; Onietal.,2018; Isa,2020\. Institutionalcultureandsystemicattitudesalsoshapetheimplementationlandscape. Insomeschoolcontexts, disabilityandlearnerdiversitymaystillbeviewedthroughdeficit-orientedlenses, influencingexpectations, resourceallocationdecisions, andsupportplanning. Suchperspectivescanleadtolowexpectationsforstudentswithdisabilities, relianceonsegregation, orminimalinvestmentininclusivestrategies. Changinginstitutionalculturerequiressustainedleadership, coherentpolicies, staffcollaboration, andcommunityengagement. However, thesechangescanbeslowanddifficultwithinpublicschoolsystemsthatarealreadystrainedbylimitedstaffing, funding, andinfrastructure(Adeleke&Ajayi,2023; Adeshina, Owolabi&Olasupo,2023; Oyeyemi,2023\. Evenso, institutionalconstraintsarenotinevitablebarrierstoprogress. Researchandpracticesuggestthatschoolswithstrongleadershipcommitment, collaborativecultures, andstrategicuseofavailableresourcesaremorelikelytoimplementinclusivephysicaleducationeffectively. Incrementalimprovementssuchasflexiblescheduling, creativeuseofspace, peer-supportmodels, andtargetedprofessionallearningcanreducebarrierseveninlow-resourcesettings. Thesechangesaremosteffectivewheninclusionisunderstoodasasharedinstitutionalresponsibility, ratherthanaburdenplacedsolelyonindividualteachers(Ajayi&Akanji,2022; Leonard&Emmanuel,2022\. Overall, theimplementationofinclusivephysicaleducationinpublicsecondaryschoolsisprofoundlyshapedbyinstitutionalconstraints. Largeclasssizes, limitedinstructionaltime, unclearpolicyguidance, weakleadershipsupport, inadequatefacilities, insufficientpersonnel, limitedtrainingopportunities, andrestrictedfundingcollectivelyconsistently. Addressingtheseconstraintsrequirescoordinatedreformsatpolicyandschoollevels, includingequitableresourceallocation, strongerleadershipengagement, improvedaccountabilitysystems, andprofessionaldevelopmenttailoredtotherealitiesofphysicaleducation. Withoutsuchsystemicsupport, inclusivephysicaleducationislikelytoremainanaspirationalidealratherthanasustainedandeffectivepracticewithinpublicsecondaryschools(Abdulkareemetal.,2023; Adeleke&Ajayi,2023; Halliday,2023\.
  2. 6. Interplay Between Attitudes, Practices, and Institutional Context Inclusivephysicaleducationinpublicsecondaryschoolsisattitudes, theirpedagogicalpractices, andtheinstitutionalconditionsunderwhichtheywork. Thesedimensionsdonotoperateinisolation; theycontinuallyinfluenceoneanotherinwaysthatshapehowinclusiveeducationpoliciesareunderstood, enacted, andsustainedindailyschoollife. Appreciatingtheserelationshipshelpsexplainwhyinclusivephysicaleducationmaythriveinsomeschoolsbutremainweakorinconsistentinothers, evenwhenpolicylanguageappearssimilaracrosscontexts(Ogunyankinnuetal.,2022; Onibokunetal.,2022\. professionalstartingpointforinclusivepractice. Beliefsaboutdisabilityandlearnerdiversity, perceptionsoffeasibility, andself-efficacystronglyinfluencehowteachersrespondtoinclusiondemandsinphysicaleducationsettings. Whereteachersseeinclusionasethicallyimportantandeducationallyvaluable, theyaremorelikelytoreflectonpractice, searchforadaptivesolutions, andpersistwhenchallengesarise. Positiveattitudesarealsoassociatedwithopennesstocollaborationandgreaterwillingnesstoexperimentwithinstructionalmodifications. However, attitudesalonedonotguaranteeinclusiveimplementation. Eventeacherswhostronglysupportinclusionmaystruggletotranslatecommitmentintoactionwhendailyrealitiesincludeovercrowdedclasses, inadequatefacilities, limitedequipment, andrigidcurriculumexpectations(Akandeetal.,2023; Akinbode, Taiwo&Uchenna,2023; Onotoleetal.,2023\. Pedagogicalpracticesarethemainroutethroughwhichteacherattitudesbecomevisibleintheclassroom. Instructionalchoicessuchastaskdifferentiation, cooperativelearning, curriculumadaptation, flexibleassessment, andaboutparticipation, capability, andfairness. Teacherswithmorepositiveattitudesandstrongerconfidencetendtoselectlearner-centeredstrategiesthatcreatemultiplepathwaysforengagement, allowingstudentsofvaryingabilitiestoparticipatemeaningfully. Incontrast, wheninclusionisperceivedasunrealistic, time-consuming, orburdensome, teachersmayadoptstandardized, performance-driven International Journalof Multidisciplinary Researchand Growth Evaluationwww. allmultidisciplinaryjournal. com1388|Pageapproachesthatprioritizecontrol, efficiency, anduniformity. Whilesuchapproachescanappearorderly, theyoftennarrowparticipationopportunitiesandunintentionallyexcludelearnerswhorequireadjustments, reinforcinginequitiesevenunderinclusivepolicyframeworks(Ajayi&Akanji,2022; Isa,2022\. Institutionalcontextactsasapowerfulmediatorbetweenteacherattitudesandpedagogicalpractice. Leadershippriorities, resourceavailability, professionaldevelopmentaccess, staffinglevels, policyclarity, andtimetablestructuresdeterminewhetherteachersareabletoimplementinclusivestrategiesconsistently. Insupportiveenvironmentswhereadministratorsallocateadequatetimeforphysicaleducation, provideorimproviseadaptiveequipment, encouragecollaborativeplanning, andclarifyexpectationsteachersaremorelikelytofeelempoweredtoadaptlessonsandtakeinclusiverisks. Insuchcontexts, successfulexperiencescanreinforcepositiveattitudesandstrengthenteacompetence, creatingareinforcingcycleofimprovementandcommitment(Akomea-Agyin&Asante,2019; Awe,2017; Osabuohien,2019\. Conversely, restrictiveinstitutionalconditionscanweakenbothattitudesandpractice, evenamongmotivatedteachers. Largeclasssizes, limitedfacilities, absenceofsupportstaff, andambiguouspolicyguidanceincreaseworkloadandstresswhilereducingtheperceivedfeasibilityofinclusivephysicaleducation. Whenteachersrepeatedlyencounterbarriersthatfrustrationcanaccumulateandgraduallyreshapeattitudes. Overtime, teachersmaybegintointerpretinclusionasanunrealisticdemandimposedwithoutadequatesupport, whichcanresultinresistance, minimalcompliance, orincreasedrelianceonexclusionarypractices. Thisillustratesthatinstitutionalconstraintsdonotonlylimitwhatteacherscando; theyalsoshapehowteachersfeelaboutinclusionandwhethertheybelieveitcanrealisticallysucceed(Ogunyankinnuetal.,2022; Oyeyemi,2022\. Professionaldevelopmentrepresentsakeyintersectionwhereattitudes, practice, andinstitutionalcontextconverge. Targetedtrainingthatispractical, ongoing, andspecifictophysicaleducationcanin-efficacy, deepentheirunderstandingofinclusivemethods, andexpandtheirpedagogicalrepertoire. Whensuchtrainingissupportedbyschoolleadershipandalignedwitheverydayschoolandreinforcespositivebeliefsaboutinclusion. Incontrast, whentrainingisabsent, overlytheoretical, orgeneric, teachersmayremainunsureabouthowtoadaptactivitiessafelyandmeaningfully, especiallyinphysicallydemandingandsociallysensitive PEenvironments. Institutionalcommitmenttosustainedprofessionallearningthereforebecomesacentralmechanismforaligningattitudesandpracticewithinclusiveaims(Ajayi&Akanji,2022; Isa,2022\. Leadershipandschoolculturefurthershapehowthesedimensionsinteract. Schoolleadersinfluenceimplementationnotonlythroughresourceallocationbutalsothroughthevaluestheypromoteandthebehaviorstheyreward. Inclusiveleadershipthatemphasizesequity, encouragescollaboration, andvalidatesinclusivepracticehelpstobuildaculturewhereinclusionisunderstoodasaburden. Insuchcultures, teachersaremorelikelytoexchangestrategies, seekhelp, andreflectopenlyonchallenges, strengtheningthelinkbetweeninclusiveattitudesandinclusivepedagogy. Bycontrast, whereleadershipfocusesmainlyonexaminationperformanceoradministrativecompliance, inclusionmaybetreatedasperipheral, weakeningmotivationandlimitinginnovationwithinphysicaleducation(Akandeetal.,2023; Akinbodeetal.,2023; Chukwuemeka, Wegner&Damilola,2023\. Collaborationwithinthewiderschoolcommunityalsomediatesimplementation. Opportunitiesforco-teaching, interdisciplinaryplanning, andconsultationwithspecialeducationprofessionalscanreduceteacherisolationanddistributeresponsibilityforinclusion. Collaborativestructuresallowteacherstoshareexpertise, planadaptationsmoreeffectively, andrespondtolearnerneedswithcoordinatedsupport. Wherecollaborationislimitedbyworkloadpressure, weakstaffing, orunsupportivestructures, teachersmayoperateinisolation, reducingconfidenceandwillingnesstoattemptinclusiveinnovations. Inthissense, collaborationstrengthensbothpracticeandattitudebymakinginclusionfeelachievableandcollectivelyowned(Ajayi&Akanji,2023; Isa,2023; Oyeyemi&Kabirat,2023\. Externalpressuresalsoinfluencetheserelationships. Accountabilitysystemsthatprioritizestandardizedacademicoutcomescanmarginalizephysicaleducationandreduceinstitutionalwillingnesstoinvestininclusive PEresourcesandtraining. Teachersmaystruggletoreconcileinclusivevalueswithperformance-drivenexpectations, shapingboththeirattitudesandtheirinstructionaldecisions. Atthesametime, broadersocietalattitudestowarddisabilityfilterintoschools, influencinginstitutionalnorms, peerinteractions, andstaffexpectationsinwaysthatcaneithersupportorundermineinclusion(Adeleke&Baidoo,2022; Isa,2022; Oyeyemi,2022\. Crucially, theserelationshipsremaindynamicratherthanfixed. Improvementsinonedimensioncantriggerpositiveshiftsinothers. Forexample, betterresourcing, clearerfeasibilityofinclusion, enablingmoreconfidentinclusivepracticeandstrengtheningattitudesthroughsuccessfulexperience. Similarly, whenteachersexperiencesuccesswithinclusivestrategies, theymaybecomestrongeradvocatesforinstitutionalsupport, helpingdrivebroaderchange. Thisreciprocitysuggeststhatsustainablereformininclusivephysicaleducationrequirescoordinatedattentiontoteachercapacity, pedagogicalsupport, andinstitutionalconditionsratherthanisolatedinterventionsfocusedononlyonearea(Ajayi&Akanji,2023; Isa,2023; Oyeyemi&Kabirat,2023\. Inconclusion, inclusivephysicaleducationimplementationinpublicsecondaryschoolsisshapedbyacontinuouspractices, andtheinstitutionalenvironmentsinwhichtheywork. Teacherbeliefsandself-efficacyinfluenceclassroomdecisions, whileinstitutionalsupportorconstraintsdeterminehoweffectivelythosedecisionscanbeenacted. Institutionalrealitiesalsoshapeteacherattitudesovertimethroughrepeatedexperiencesofsuccess, frustration, orburnout. Recognizingthesereciprocalrelationshipshighlightstheneedforholisticinclusionstrategiesthatstrengthenteachercompetencewhilealsoaddressingsystemicbarrierswithinschools(Adeleke&Baidoo,2022; Isa,2022; Oyeyemi,2022\. Whenpositiveattitudes, inclusivepedagogy, andenablinginstitutionalframeworksarealigned, publicsecondaryschoolsarebetterpositionedtodeliverinclusivephysicaleducationasameaningful, sustained, andequitablepracticeforalllearners. International Journalof Multidisciplinary Researchand Growth Evaluationwww. allmultidisciplinaryjournal. com1389|Page
  3. 7. Conclusionand Implicationsfor Policyand Practice Thisstudyinvestigatedhowinclusivephysicaleducationisimplementedinpublicsecondaryschoolsbyexaminingthepractices, andinstitutionalconstraints. Thefindingssuggestthatalthoughmanyphysicaleducationteachersexpressstrongphilosophicalsupportforinclusionandacknowledgeitsimportanceforequityandholisticstudentdevelopment, implementationremainsinconsistentacrossschoolsandfeasibility, andlevelsofself-efficacyshapetheextenttowhichtheyadoptdifferentiatedinstruction, curriculumadaptations, andflexibleassessmentpracticesthataccommodatediverselearners. However, theseteacher-levelfactorsarecontinuallyfilteredthroughinstitutionalrealitiesthateithersupportorrestrictinclusivepractice, meaningthatwillingnessalonerarelytranslatesintosustainedinclusionwithoutenablingconditions. Akeyoutcomeofthestudyisthatpositiveattitudesandinclusiveintentionsarefrequentlyweakenedbystructuralandadministrativebarrierswithinpublicsecondaryschoolindividualizedsupportandtomanagesafetyinactivity-basedlessons, whilelimitedinstructionaltimereducesopportunitiesforprogressivelearning, feedback, andinclusiveengagement. Inadequatefacilities, poorlymaintainedspaces, andashortageofadaptiveequipmentmeaningfully, especiallyforstudentswithphysicaldisabilitiesorhealth-relatedlimitations. Beyondtheseresourceconcerns, weakoperationalizationofinclusiveeducationpoliciesattheschoollevelcreatesunclearexpectations, inconsistentimplementation, andlimitedaccountability, oftenleavingteacherstointerpretinclusionindependently. Overtime, persistentexposuretothesefrustration, reducedconfidence, andinsomecases, decliningcommitmenttoinclusivepractice. Thepedagogicalpatternsidentifiedinthestudyreflectacontinuumrangingfromadaptive, learner-centeredapproachestostandardized, performance-orientedinstruction. Teacherswithhigherself-efficacyandstrongerinstitutionalsupportweremorelikelytousedifferentiation, taskmodification, cooperativelearning, andinclusiveassessmentstrategiesthatemphasizeparticipationandprogress. Bycontrast, teachersworkinginlow-resourcecontextstendedtorelyonuniformactivitiesthatwereeasiertomanageinlargeclassesbutlessresponsivetolearnerdiversity. Thisdivergencedemonstratesthatinclusivephysicaleducationisnotdeterminedsolelybyteacherbelieformotivation; rather, itisshapedthroughreciprocalinteractionwhereinstitutionalconditionsinfluencepedagogicalchoice, andrepeatedclassroomexperiencesfeedsustainable. interpretingthesefindings. Becausethedesignwascross-sectional, theanalysiscannotestablishcausalityorcapturehowattitudesandpracticesevolveovertimeinresponsetochanginginstitutionalconditions. Theheavyrelianceonself-reporteddataintroducesthepossibilityofsocialdesirabilitybias, whereteachersmaypresenttheirpracticesinamorefavorablelight, aswellasrecallbias. Inaddition, thefocusonpublicsecondaryschoolswithinaparticularsettinglimitsgeneralizabilitytoothercontexts, includingprivateschoolsoreducationsystemswithdifferentresourceprofiles, governancestructures, oraccountabilitypressures. Futurestudieswouldbenefitfromlongitudinalresearchdesigns, directclassroomobservations, andcomparativeworkacrossmultipleschooltypesandregionstostrengthenexplanatorydepthandexternalvalidity. Severalpracticalrecommendationsarisefromthefindingsforimprovinginclusivephysicaleducationimplementationinpublicsecondaryschools. Atthepolicylevel, inclusiveeducationmandatesshouldbematchedwithclear, subject-specificguidelinesthatexplicitlyaddressphysicaleducation, ratherthanrelyingonbroadstatementsthatdonottranslateintopractice. Educationauthoritiesshouldalsostrengthenfundingstrategiestoimprovefacilities, procureadaptiveequipment, andreduceclasssizeswherefeasible, becausethesefactorsstronglyinfluencewhatteacherscanrealisticallyimplement. Attheschoollevel, leadershipmustmovebeyondsymbolicsupportbyactivelycreatingenablingenvironmentsthroughresourceprioritization, timetableprotectionforphysicaleducation, andclearinternalprocessesforimplementingandmonitoringinclusivepractice. Inclusionismorelikelytobesustainedwhenitisframedasasharedinstitutionalresponsibilityratherthananindividual Teacherpreparationandprofessionaldevelopmentareequallyessential. Pre-serviceandin-serviceprogramsshouldprioritizepractical, context-sensitivestrategiesfordifferentiation, modificationofactivities, inclusiveassessment, andsafety-focusedclassroommanagementwithinphysicaleducationsettings. Trainingshouldbecontinuousandsupportedbymentoring, peerlearningcommunities, andopportunitiesforco-teachingorinterdisciplinarycollaborationwithspecialeducationpersonnelandhealthprofessionals. Suchsupportshelpstrengthenself-efficacyandreduceteacherisolation, makinginclusivepracticemoreachievableinreal-worldschoolconditions. Overall, theevidenceindicatesthatmeaningfulinclusivephysicaleducationrequirescoordinatedactionthatalignsteachercapacity, pedagogicalpractice, andinstitutionalsupport. Whentheseelementsareaddressedtogether, publicsecondaryschoolsarebetterpositionedtomovebeyondpolicyrhetoricanddeliverinclusivephysicaleducationthatpromotesparticipation, equity, andmeaningfullearningforallstudents. References
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Journal: International Journal of Multidisciplinary Research and Growth Evaluation (IJMRGE)

Publisher: Anfo Publication House

ISSN: 2582-7138 (Online)

Frequency: Bimonthly

Language: English

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