Investigation of special education teachers' views on professional and ethical principles in special education

This master's thesis comprehensively examines the views of special education teachers regarding professional and ethical principles. Special education involves providing educational and support services tailored to meet the specific needs of individuals, ensuring their full and equal participation in society. Special education teachers play a critical role in delivering these services and bear a significant responsibility to adhere to ethical and professional principles in their practice. The awareness of these principles, their influence on professional behaviors, and their role in decision-making processes are pivotal to the overall quality of education. The study was conducted with 24 special education teachers working in various institutions affiliated with Turkey's Ministry of National Education. The research employed Q methodology, a tool designed to analyze subjective opinions and beliefs in depth. Q methodology systematically evaluates individuals' thoughts on specific issues, unveiling the underlying structures of these perspectives. In this study, 30 statements, identified through a literature review and expert consultations, were ranked by participants on a distribution grid as part of the Q methodology process. Data were analyzed using PQMethod software, which is specifically tailored for Q methodology. The software conducted factor analysis based on participants' rankings, identifying common thought patterns and thematic factors. The factor analysis revealed the teachers' views on professional and ethical principles, as well as the underlying structures that inform these views. The analysis categorized the teachers' perspectives into eight main factors, providing detailed insights into their awareness of ethical principles, how these principles are reflected in their professional practices, and the ethical dilemmas they face. The findings indicate that while teachers generally have a high awareness of professional ethics, there are challenges in translating this awareness into practice. Teachers particularly value principles such as fairness, confidentiality, respect for students' rights, and openness to professional development, yet they encounter difficulties in applying these principles consistently. Ethical dilemmas complicate decision-making processes, underscoring the need for increased professional support and guidance. The study highlights the necessity for educational programs aimed at enhancing ethical awareness among special education teachers. It recommends establishing support mechanisms for ethical decision-making and providing ongoing professional development opportunities. Improving the professional competencies of special education teachers is essential for enhancing the quality of services they provide. This research contributes significant insights into the application of ethical principles in special education and their integration into professional development. The findings offer valuable comparisons between Turkish and international practices in special education, guiding improvements in line with global standards. Additionally, the study presents recommendations for developing policies and practices that align with ethical standards, aiming to strengthen the professional practice in the field of special education. In conclusion, the study provides actionable recommendations to boost ethical awareness and encourage greater emphasis on ethical principles in professional decision-making processes. These recommendations are expected to contribute to the professional growth of teachers and enhance the overall quality of special education services. The findings serve as a guide for promoting widespread ethical awareness in special education and integrating these principles into daily practice. Keywords: Special Education, Ethics in Special Education, Ethics in Education, Ethics, Q Methodology,