This study investigates the nexus between teacher management and parental support in the context of inclusive education for learners, including those with special needs and disabilities. Drawing data from 90 Master Teachers in the DepEd Division of Davao City, this descriptive and correlational study elucidates the high levels of teacher management in authority, knowledge, individualization, time management, and patience within mixed learner settings. Concurrently, it underscores the commendable support exhibited by parents in terms of financial, emotional, and social facets for inclusive education. Correlation analysis revealed a significant yet modest relationship between certain aspects of teacher management (knowledge, individualization, time management, and patience) and parental support for inclusive education. The regression analysis affirmed this relationship, illuminating how teacher management aspects predict parental support. Consequently, the study highlights the potential impact of teacher management on parental support in driving the implementation of inclusive education. The findings emphasize the need for educational institutions to bolster resources aiding teachers in addressing diverse learner needs while urging parental involvement for fostering a positive learning environment. Ultimately, this research recommends enhanced training for teachers, proactive measures by educational authorities, and increased parental engagement to fortify the success of inclusive education initiatives.This study investigates the nexus between teacher management and parental support in the context of inclusive education for learners, including those with special needs and disabilities. Drawing data from 90 Master Teachers in the DepEd Division of Davao City, this descriptive and correlational study elucidates the high levels of teacher management in authority, knowledge, individualization, time management, and patience within mixed learner settings. Concurrently, it underscores the commendable support exhibited by parents in terms of financial, emotional, and social facets for inclusive education. Correlation analysis revealed a significant yet modest relationship between certain aspects of teacher management (knowledge, individualization, time management, and patience) and parental support for inclusive education. The regression analysis affirmed this relationship, illuminating how teacher management aspects predict parental support. Consequently, the study highlights the potential impact of teacher management on parental support in driving the implementation of inclusive education. The findings emphasize the need for educational institutions to bolster resources aiding teachers in addressing diverse learner needs while urging parental involvement for fostering a positive learning environment. Ultimately, this research recommends enhanced training for teachers, proactive measures by educational authorities, and increased parental engagement to fortify the success of inclusive education initiatives.