Determining the relationship between problems experienced by classroom teachers in inclusion education and their self-efficacy perceptions

The aim of this study is to examine in depth the relationship between the problems faced by classroom teachers in the inclusive education process and their self-efficacy perceptions. Inclusive education is a model applied to ensure that students with special needs receive education in the same environment with their peers under the least restrictive educational conditions. However, it can pose serious challenges for classroom teachers to carry out this process effectively, to work with students with different levels of needs and to successfully implement individualised education programmes (IEPs). How successful classroom teachers are in coping with these challenges depends largely on their self-efficacy perceptions. In conclusion, this study aims to better understand the difficulties faced by classroom teachers in the inclusion education process and to explain the effect of these difficulties on their self-efficacy perceptions. In this way, it will be possible to support teachers more effectively and to develop suggestions for making inclusive education more efficient. This study, which was conducted to determine the relationship between classroom teachers' self-efficacy perceptions and the problems they experience in inclusive education, was carried out according to the descriptive survey model, one of the quantitative research methods. The sample of the research consisted of 317 classroom teachers who were randomly selected and working in primary schools in Yunusemre District of Manisa Province during the 2024–2025 academic year. In the analysis of the data, the normal distribution of the data was first examined. Descriptive statistics, t-test, ANOVA, regression and Pearson correlation coefficient were used. The data were analyzed using the SPSS statistical package program. As a result of the research, it was determined that male teachers experienced more problems in inclusive practices and their inclusive self-efficacy was lower compared to female teachers. At the same time, it is observed that teachers' integration problems decrease as the age increases. However, it has been determined that as professional experience increases, integration problems decrease and inclusion self-efficacy increases. The findings indicate that as the level of education increases, integration problems decrease and inclusion self-efficacy increases. The research found that there was a strong negative relationship between inclusion problems and inclusion self-efficacy. This situation can be explained as teachers' self-efficacy in inclusion decreases as their inclusion problems increase.