Investigation of preschool teachers' attitudes towards inclusive education and their self-efficacy about the support education room

The purpose of the study is to investigate the relationship between preschool teachers' feelings, attitudes and concerns about inclusive education and teacher competencies, and to determine opinions on the evaluation of support education rooms. The model of this study is descriptive, one of the quantitative research method, and survey type. The study group of the research includes a total of 306 pre-school teachers working in official pre-school education institutions affiliated with the Directorate of National Education in Küçükçekmece District of Istanbul Province. So as to collect data for the study, three measurement tools were used : "Personal Information Form", "Feelings, Attitudes and Concerns about Inclusive Education Scale" and "Support Education Room Self-Efficacy Scale". As a consequence of the study, it was observed that the attitudes of preschool teachers who received training on inclusion, had experience in inclusive education, and whose classes included children requiring special education were more positive towards inclusion. Furthermore, no difference was found in the results according to the variables of age, gender, years of service, type of school studied, and availability of opportunities for inclusion. It has been observed that as general self-efficacy, professional competence, practice and self-confidence self-efficacy sub-scores increase, emotion and anxiety scores decrease and attitude scores increase. However, it was also concluded that the relationship between self-confidence subscale scores and attitude subscale scores is not significant.