Investigation of the self-efficiency beliefs and competencies of inclusive education of class teachers who work in the classes in which inclusive edcation is given

The aim of this study is to examine the relationship between two variables which are named self-efficacy perception level of teachers working in inclusive primary classrooms and their competencies about inclusive education. Besides, it is clarified whether demographic features that is determined by researchers affect self-efficacy perception level of teachers and their competencies about inclusive education or not. The study also has been conducted with fourth-four mainstream teachers in Bursa, thirty mainstream teachers in Erzincan and fifty-three mainstream teachers in Van. Research data has been obtained from Personal Information Form that is developed researchers, self- efficacy scale that is developed by Tschannen-Moranand Hoy (1998) and is adapted in Turkey by Çapa, Çakıroğlu ve Sarıkaya (2005) who conducted reliability and validity tests in order to determine self-efficacy of the teachers and survey of inclusive education developed by Aksüt, Battal ve Yaldız (2005). In the study, the data that is obtained from Self-efficacy Scale for Teachers, Survey of Inclusive Education and Personal Information Form has been processed by SPSS program. After that, the research hypotheses have been tested using the parametric test methods, One-Way Anova analysis, Independent Sample T-Test and Pearson Correlation Test. In summary, research results show that self-efficacy of the participants is quite high in this study. Furthermore, it is determined that self- efficacy of teachers is variable according to their age, gender and background knowledge about inclusive education. In the study, it is seen that the self-efficacy about inclusive education of the teachers is above average in terms of both the sub-dimensions of the scale and the overall scale. The other result of the study is that age, gender and interaction with people with special needs affect self-efficacy of the participants about inclusive education remarkably and these variables lead to different results related to self-efficacy of the participants about inclusive education. Finally, a notable relationship has been found between the self-efficacy perception level of the participants and their competencies about inclusive education. According to these relationships, as one of the variables increases, the other increases, or when one of them decreases, the other decreases.