Investigation of physical education and sports teachers' self-efficacy and attitudes towards individuals with special needs

The meaningful participation of individuals with special needs in social activities is facilitated by practices that enhance both the educational and social development of the individual. Consistent with the principles of inclusive education, it has been argued that physical education and sports classes contribute significantly to the development of self-awareness, social participation, and physical fitness among these individuals. In this context, it is of great importance for physical education instructors to have the ability to communicate effectively with individuals with special needs, develop positive attitudes, and maintain a high level of self-efficacy awareness. The main objective of this study is to clarify the relationship between physical education and sports teachers' perceptions of self-efficacy regarding the education of individuals with special needs and the attitudes they develop towards these individuals. The study examined how these two variables differ according to the demographic characteristics of physical education and sports teachers (gender, age, professional seniority, educational status and type of educational institution, marital status, number of physical education and sports teachers, place of work (provincial center/district)). The study group consisted of physical education and sports teachers working in Elazığ province and its districts, and the sample consisted of 206 teachers selected using simple random sampling. Data were collected using the "Teacher Self-Efficacy Scale for the Education of Individuals with Special Needs" and the "Teachers' Attitude Scale Toward Students with Special Needs." Within the scope of this research, data on demographic characteristics such as "gender, age, professional seniority, educational status, and type of school where they work" were collected from physical education and sports teachers. Then, data were obtained through the "Teacher Self-Efficacy Scale for the Education of Individuals with Special Needs" and the "Teachers' Attitude Scale Towards Students with Special Needs" to determine teachers' perceptions of self-efficacy and attitudes towards the education of individuals with special needs. The statistical analysis of the data was performed using the SPSS 24.0 software package. First, a normality test was applied before analyzing the collected data, and it was determined that the variables exhibited a normal distribution. In this context, parametric tests were preferred. In the analysis of the data, descriptive statistical methods such as percentage, arithmetic mean, frequency, and standard deviation were analyzed. To compare two independent groups, the Independent Samples t-Test was applied to determine whether the self-efficacy and attitude levels of physical education and sports teachers varied in relation to demographic variables, and the One-Way Analysis of Variance (ANOVA) was applied for variables covering multiple categories. Additionally, Pearson Correlation Analysis was applied to determine the connection between teachers' self-efficacy levels and their corresponding attitudes. Based on the analysis findings, it was determined that physical education and sports teachers' perceptions of self-efficacy regarding the education of individuals with special needs showed significant differences in terms of variables such as gender, age, professional seniority, and educational status (p<0.05). Similarly, teachers' attitudes toward individuals with special needs showed significant differences according to variables such as gender, type of educational institution they work in, and professional seniority (p<0.05). Furthermore, the results of the correlation analysis conducted to determine the connection between educators' self-efficacy and attitudes revealed a statistically significant and positive correlation between the two variables (p<0.05). In conclusion, the professional qualities of physical education teachers constitute a critical factor shaping their perceptions of competence and attitudes toward inclusive education. According to the analysis results, teachers with high levels of self-efficacy tend to develop more positive perceptions and attitudes toward individuals with special needs. A positive and significant relationship was found between self-efficacy levels and attitudes. Regarding demographic variables, gender, age, and professional seniority were observed to create significant differences in some sub-dimensions.