An examination of middle school teachers' awareness of inclusive education and their self-efficacy in differentiated instruction

The purpose of this study is to examine middle school teachers' awareness of inclusive education and their self-efficacy levels regarding differentiated instruction. The research was designed as a quantitative study using the correlational survey model. The sample consisted of middle school subject teachers selected through the convenience sampling method, and a total of 208 teachers participated in the study.Data were collected using the Inclusive Education Awareness Scale and the Differentiated Instruction Self-Efficacy Scale. In the analysis of the data, independent samples t-tests were used for comparisons showing normal distribution, while the Mann-Whitney U test was applied in cases where the distribution was not normal. For multiple group comparisons. The Kruskal-Wallis H Test was used when data did not show a normal distribution in multiple groups. In addition, correlation analysis was conducted to examine the relationships among the variables. The results revealed that teachers' self-efficacy levels regarding differentiated instruction and their awareness levels towards inclusive education were both high. Furthermore, it was found that teachers awareness of inclusive education significantly predicted their self-efficacy in differentiated instruction.