Examining the relationship between teachers' attitudes and values towards inclusive education and their universal design self-efficacy

The purpose of this study is to examine teachers' attitudes and values toward inclusive education according to various variables and to determine the relationship between inclusive attitudes and values and universal design self-efficacy. The study population of the research, conducted using a correlational survey model, consists of 502 teachers working at different educational levels (preschool, elementary school, middle school, and BİLSEM) in Düzce province, selected using stratified sampling. Data were collected using a personal information form, the Inclusive Education Attitudes and Values Scale developed for the study, and the Universal Design for Learning Teacher Self-Efficacy Scale (ÖET-ÖY). Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), descriptive statistics, and correlation analyses were conducted using the SPSS program. As a result of EFA, a 27-item scale was obtained under two factors, attitude and values, explaining 53.67% of the total variance. To ensure the reliability of the scale and its sub-dimensions, Cronbach's Alpha, test-retest method, composite reliability, and item discrimination methods were used, and it was determined that the scale and its sub-dimensions had high reliability and discriminative power. It was found that the scale items were consistent with each other and that the scores obtained from the scale were reliable. According to the findings of the study, while the effect of gender on teachers' attitudes and values toward inclusive education was not found to be significant, professional seniority, educational status, branch, levels of duty, and participation in in-service training on inclusive education were found to have significant effects on inclusive attitudes and values. No significant differences were observed in self-efficacy levels based on these variables. Additionally, a positive and highly significant relationship was found between inclusive attitudes and values and self-efficacy scores. The study determined that teachers' universal design teacher self-efficacy scores significantly predicted their inclusive values and attitudes. The research results show that the success of inclusive education practices is closely related to teachers' professional experience, educational status, and participation in professional development activities. Therefore, for inclusive education to be effective, professional development programs need to be differentiated according to teachers' experience levels, and in-service training needs to be expanded. Additionally, it is important to ensure the active participation of families and the community in the inclusive education process in order to increase teachers' self-efficacy; thus, it is recommended that collaboration among all stakeholders be strengthened for success in inclusive education.