Examining the relationship between pedagogical literacy and science education self-efficacy of primary school teachers with inclusive students

The general purpose of this research is to examine the relationship between the pedagogical literacy and science education self-efficacy of elementary school teachers who have inclusive students in their classrooms in terms of various variables. In this study, which was carried out within the framework of the survey model, the correlational survey model was used. It was prepared in line with the data obtained from 456 3rd and 4th grade teachers working in the provinces of Siirt, Van, Bitlis, Erzurum, Muş, Şırnak and Elazığ in the 2023-2024 academic year with inclusion students in their classes. The data of the research was determined with the "Personal information form" prepared to determine some personal characteristics of classroom teachers. The pedagogical literacy scale developed by Koçoğlu, Tekdal and Çetinkaya (2022) was used to determine the pedagogical literacy levels of teachers. In addition, in order to strengthen the research, data was obtained using the teacher self-efficacy scale in science education for inclusive students developed by Altuntaş in 2018. The data obtained were evaluated and analyzed using the SPSS 27.0 statistical package program. According to the findings of the research, there was a significant difference in the "learning-teaching process" sub-dimension of the participants' pedagogical literacy scale in favor of teachers who had 3 inclusive students in their classes. In the guidance sub-dimension, there was a difference in favor of teachers who had 3 inclusive students in their classes; In the measurement and evaluation sub-dimension, there is a significant difference between teachers who have 3 inclusive students in their class and teachers who have 2 students in their class, in favor of teachers who have 3 students; In the classroom management sub-dimension, teachers who have 3 inclusive students in their classroom; It was determined that there was a significant difference between teachers with 1 and 2 students. As a result of the correlation analysis, it was determined that there was a high level of relationship between the pedagogical literacy of female teachers and science education teacher competencies; It was concluded that there was a medium level relationship between male teachers' pedagogical literacy and science education self-efficacy. The relationship levels of teachers who are new to the profession and teachers with 31 or more years of experience remain the same; It is seen that there is a high level of relationship between the pedagogical literacy of teachers with 21-30 years of professional experience and their science education teacher competencies. The learning-teaching process variable covers 10% of the variance on the dependent variable on its own, the guidance variable covers 1% on its own, the measurement and evaluation variable covers 0.1% on its own, and the classroom management variable covers no variance on the dependent variable on its own. It appears that it does not meet.