Development of a scale to determinate the qualifications of teacher candidates for the application of factor in secondary schools

Students with special needs who continue their education through mainstreaming should receive qualified education and be individually supported in the areas where they have difficulty in order to ensure equality and justice in education. Purpose of the study, developing a selfefficacy scale for teacher candidates to use a facilitator for inclusion students with special needs forms the basis of this research. The study was carried out using the screening design, which is one of the quantitative research methods. The development process of the measurement tool is as follows; For content validity, it was carried out in three stages, including expert opinion, exploratory factor analysis and confirmatory factor analysis. The study was applied to 325 prospective teachers studying in classroom education, science education, social studies education and mathematics education at Ahi Evran University Faculty of Education. Then, the internal consistency of the measurement tool was calculated with Cronbach's Alpha (α=.794), and it was seen that the results obtained from this data set had a very high reliability. Confirmatory factor analysis studies were carried out and it was determined that the goodness of fit indices were at an acceptable level. Teacher candidates; They stated that facilitators are necessary to support teachers, that students with special needs can consult with the facilitator in case of problems in interacting with their peers, and they will adapt to the classroom better. Pre-service teachers expressed a positive opinion against the inclusion student receiving education in the classes they teach, ―This rate increases a lot in the presence of a facilitator. Keywords: Facilitator, Self-Efficacy Scale, Pre-service Teacher