An investigation of science teachers' self-efficacy towards inclusive students

Science course has an important role in the acquisition of basic life skills such as healthy development in physical, emotional and mental areas, self-expression, effective social communication, decision-making, entrepreneurship and analytical thinking. The importance of the science course, which provides so many gains for students with normal development, will be much more important for students who continue their education through inclusion. All these can be achieved through science teachers' self-efficacy towards these students. In line with the above explanations, the aim of the study is to determine the self-efficacy levels of science teachers towards inclusive students and the factors affecting their self-efficacy. Relational survey model, which is one of the quantitative research methods, was used in the study. The study group of the research consists of 161 science teachers working in schools in Doğubayazıt and Diyadin districts of Ağrı province in 2022-2023 academic year. The data were collected using the "Personal Information Form" prepared by the researcher and the "Teacher Efficacy in Inclusion Scale" to determine the efficacy beliefs of teachers towards students who continue their education through mainstreaming. Independent samples t-test and one-factor ANOVA were used to analyze the data in order to examine the differentiation among science teachers. The data collected in the study groups were analyzed with SPSS 25.0 package program. When the results of the analysis of the data obtained in the study were examined, it was determined that there was no statistically significant difference in self-efficacy scores according to the participants' gender and whether there were inclusion students in the class. As a result of the research, it was found that the teachers' university education on mainstreaming or special education contributed positively to their self-efficacy scores. At the same time, it was observed that there was an inverse proportion between the seniority of the participants and their self-efficacy scores. It was also found that the participants receiving in-service training or courses related to inclusion and special education positively affected self-efficacy.