Investigation of preschool teachers' self-efficacy perceptions towards inclusive education

In this study, it was aimed to examine preschool teachers' perceptions of inclusive education self-efficacy. The research was designed in descriptive survey model. The sample of the study was selected from all preschool teachers working in public and private preschool education institutions affiliated to the Ministry of National Education in Istanbul Province in the fall semester of the 2023-2024 academic year by convenience sampling method. Within the scope of the research, 360 preschool teachers were reached. "Personal Information Form" and "Teacher Self-Efficacy Scale in Inclusive Education" were used as data collection tools. The normality of the research data was tested, and parametric analyzes were preferred since the normality of distribution was ensured. Independent Group t-Test and One-Way Analysis of Variance (ANOVA) techniques were used to analyze the data. According to the results obtained from the research findings, when the self-efficacy perceptions of preschool teachers in inclusive education were examined, it was seen that their self-efficacy in directing to social activities in the sub-dimension of correct planning was higher than the other averages, but their self-efficacy in structuring the classroom environment by taking into account the dualities of disadvantaged groups was lower. In the sub-dimension of the need to take responsibility, teachers' self-efficacy in designing subjects was found to be high, but their self-efficacy in taking part in projects was found to be lower. In the sub-dimension of concern for personal equipment, teachers' self-efficacy in guiding disadvantaged groups was found to be high, while their concern about being a role model for students in respecting differences was found to be low. When the effect of the demographic variables (gender, educational status, SES status of the school they work in, receiving training on inclusive education, working with disadvantaged students) on the total score obtained from the inclusive self-efficacy perception scale of preschool teachers is examined, it is seen that the educational status of preschool teachers and the SES status of the school they work in have a significant effect on teachers' self-efficacy perceptions in inclusive education. According to this result, the mean self-efficacy scores of preschool teachers with postgraduate education are significantly higher than those of teachers with undergraduate education. In addition, it was found that preschool teachers working in schools with high SES status had higher mean self-efficacy perceptions in inclusive education.