Investigation of primary school teachers' perceptions of inclusive students and interpersonal self-efficacy perceptions

In this study, perceptions of classroom teachers towards mainstream students and their interpersonal self-efficacy beliefs; gender, age, marital status, year of professional seniority, graduation status, type of place of residence, class type, class size, number of students with special needs, status of students with special needs, diagnosis of students with special needs according to variables it was tried to determine whether it differentiated. The universe of this research; Erzincan province, central district, town and village primary school teachers constitute the primary school teachers. The sample of this research consists of 495 primary school teachers working in the central district primary schools in Erzincan. The evaluation and analysis of the data were revealed in two stages. Firstly, the data obtained from "Teacher Perception Scale for Inclusive Students kontrol were checked. Personal Information Form and Öğretmen Teacher Perception Scale for Inclusive Students "and" Teacher Interpersonal Self-Efficacy Scale yapılan which were adapted to Turkish by Çapri and Kan (2006) were recorded on SPSS statistical program and then statistical analyzes were performed. . As a result of the study, it was seen that the scores obtained from the teachers' perception of teacher perception scale and the teacher interpersonal self-efficacy scale differed in terms of some variables. In other words, while teachers' perceptions of mainstream students differ according to age, graduation status, class size they give education, whether they have special needs students or not, gender, professional seniority year, the type of place they work, the type of place they work, they did not differ according to the number of students with special needs. In addition, the scores obtained from the teachers' self-efficacy beliefs scale differ according to the marital status, the class size they provide education and the diagnosis of the students with special needs in the class they are educated, as well as age, year of professional seniority, type of place of education given, type of class of education, inclusive education It is determined whether the status of receiving or not varies according to the number of students with special needs in the class of education and whether there is a special needs student in the class of education.