The investigation of classroom teachers' self-efficacy perceptions regarding integrative/inclusive education practices and professional self-efficacy perceptions

This research was conducted to investigate classroom teachers' self-efficacy perceptions regarding integrative/inclusive education practices and their professional self-efficacy perceptions with an aim to ascertain classroom teachers' perception levels of professional self-efficacy and of integrative/inclusive educational practices and to ascertain whether their perceptions differ with respect to various variables. The study was conducted in a correlational survey model. The data of this research was gathered by the participation of 543 classroom teachers who work in public and private primary schools in Bornova, Buca and Karşıyaka counties of İzmir during the academic year of 2022-2023. As data collection tools personal information form that was developed by the researcher, Self-Efficacy Perception Towards Inclusive Education Scale and Teacher Self-Efficacy Perception Scale that was developed by Tschannen-Moran and Woolfolk-Hoy (2001) and adapted to Turkish language by Çapa, Sarıkaya and Çakıroğlu (2005) were adopted. The conclusion gathered through the research reveals that there is a meaningful positive correlation between classroom teachers' self-efficacy perceptions regarding integrative/inclusive education practices and their teachership self-efficacy perceptions within the scope of the research and that age and professional seniority variables have an effect on the classroom teachers' perceptions of self-efficacy towards integrative/inclusive education. Keywords: Special Education, Integrative/Inclusive Education, Integration, Self-efficacy, Classroom Teacher