International Journal of All Research Education and Scientific Methods (IJARESM), ISSN: 2455-6211 Volume 9, Issue 11, November-2021, Impact Factor: 7.429, Available online at: www.ijaresm.com IJARESM Publication, India >>>> www.ijaresm.com Page 633 Job Satisfaction and Self-Efficacy of Regular Teachers Handling Inclusive Education Class Arra Esguerra-Candelaria 1 , Frederick Edward T. Fabella 2 1,2 FEUR Graduate School Cainta, Rizal, Philippines -------------------------------------------------------------------*****************------------------------------------------------------------------- ABSTRACT The purpose of this study was to ascertain the relationship between job satisfaction and self-efficacy of regular teachers responsible for inclusive education classes at San Isidro National High School in Antipolo City, Philippines for the academic year 2019-2020. The descriptive correlation survey method was used in this study. To elicit information and attempt to answer the following questions, a questionnaire checklist was used. First, what is the perceived level of job satisfaction and perceived level of self-efficacy of the respondents with respect to profile? Second, is there a significant difference in the perceived level of job satisfaction and perceived level of self-efficacy of regular teachers handling inclusive education with respect to demographic profile? Third, what is the perceived level of job satisfaction of regular teachers handling inclusive education class? Fourth, what is the perceived level of self-efficacy of regular teachers handling inclusive education class? Fifth, is there a significant relationship between perceived level of job satisfaction and perceived level of self-efficacy of regular teachers handling inclusive education class? And lastly, what program can be proposed base on the result of the study? The questionnaire was adapted and modified from Paul Spector's (1997) Job Satisfaction and (TJSQ) and Tschannen-Moran and Woolfolk Hoy's (TSES) Teacher's Sense of Efficacy Scale (TSES) (2001). At San Isidro National High School, forty (40) teachers who taught in a variety of subject areas in an inclusive education class served as respondents. The study discovered that age has a significant effect on respondents' perceived levels of job satisfaction and self-efficacy, particularly those who are older or new to the profession. Seminar attendance also has an effect on teachers' self-efficacy when managing inclusive education classes. Additionally, there is a significant correlation between perceived job satisfaction and perceived self-efficacy in terms of Socialization and Student Engagement. Keywords: Job satisfaction and self-efficacy, socialization, student engagement INTRODUCTION Special Education in the Philippines has only served 2% of the targeted 2.2 million children with disabilities who live without access to the basic human right to education. Most of these children live in rural and far-flung areas whose parents need to be aware of educational opportunities that these children could avail of. In line with this problem, the Department of Education (DepED) has organized the urgency to address this problem and, therefore, guarantees the right for these children to receive appropriate education within the regular or inclusive classroom setting. Inclusive education embraces the philosophy of accepting all children regardless of race, size, shape, color, ability, or disability with support from school staff, students, parents, and the community. (DepEd Order No. 72 Series of 2009) In the Philippines, both in the cities and remote or rural areas, many public schools remain ill-equipped. It could be one of the reasons why many general education teachers in the Philippines doubt their capacity to teach in an inclusive education class. In research by Muega and Echavia (2011), teachers said they are willing to handle and work with professionals to include children with special educational needs in general education classrooms. However, their overall response indicates they are not prepared to take on the challenge of handling students with disorders or disabilities. This problem is further aggravated by the difficulty of meeting other vital requirements of sound inclusive education. At this point, teachers in the Philippines, whether trained or otherwise, will have to accept that they will be spread too thinly in an inclusionary setting because the presence of students with special needs in a large group of students if taken seriously, requires the preparation of more than one lesson plan. While inclusion policy has already been adopted in the Philippines, general education teachers have yet to fully appreciate the value of inclusive education (Muega&Echavia, 2011). So far, the practice of inclusive education in the Philippine basic education is largely determined by Department of Education Order No. 72, s. 2009. In response to this mandate, Mr. Reynaldo Agustin, former principal of San Isidro