Investigation of teachers' emotions, attitudes and concerns on inclusion education according to their participation in physical activity

The aim of this study is to examine the feelings, attitudes and concerns of high school and secondary school teachers towards inclusive education according to their participation in physical activity. General screening method was used in the study and as a data collection tool, the personal information form created by the researchers, the original developed by Chrisforlin, Chrisearle, Timloreman, and Umeshsharma (2011), and adapted to Turkish by Bayar, Özaşkın and Bardak, Emotions, Attitudes and Concerns about Inclusion Education. Scale (KEIDTKÖ) was used. While the universe of the study consists of teachers working in a total of 77 high school and secondary schools in the province of Bingöl, the sample group consists of 536 teachers. The analysis of the data was made in spss 23 program. In order to test the hypotheses of the research, multiple analysis of variance (Kruskal wallis) test was performed in the analysis of the data (Mann-Whitney U). In the findings obtained from the study, no significant difference was found in the sub-dimensions of feelings, attitudes and concerns towards inclusive education according to the age, being an inclusion student, being a disabled person in the family and branch variables. While there was no significant difference in the sub-dimension of feelings and attitudes towards inclusive education according to the gender variable of the participants, a significant difference was found in favor of women in the sub-dimension of concerns. While no significant difference was found in the sub-dimension of feelings and concerns about inclusive education according to the level of study, a significant difference was found in favor of secondary school teachers in the sub-dimension of attitudes. According to the regular physical activity variable of the participants, while there was no significant difference in the sub-dimension of attitudes towards inclusive education, a significant difference was found in favor of those who said no in the sub-dimension of feelings and concerns. According to the variable of the professional years of the participants, there was no significant difference in the sub-dimensions of attitudes and concerns towards inclusive education, while a significant difference was found in the sub-dimension of emotions over 1-5 and 11 years of the participants with 6-10 professional years. As a result, it can be said that the anxiety levels of women are higher than men, the attitude levels of secondary school teachers are higher, those who do not do regular physical activity have lower levels of emotion and anxiety, and those who have 6-10 professional years have more intense emotional states. Key Words: Physical Activity Mainstreaming, Anxiety, Attitude, Emotion, Teacher