Attitudes and self-efficacy of classroom teachers towards inclusive education

Inclusive education approach is an important educational approach model based on social justice belief within the scope of rights and equality in the same educational environment of disadvantaged individuals who see human diversity in education as richness and reject all kinds of exclusion in the education-teaching process and individuals with normal development in the same educational environment. It is assumed that the attitudes and self-efficacy perceptions of teachers, who are one of the key stakeholders of this education model, are important elements of the success of inclusive education practices. At this point, the aim of this thesis study is to determine the attitudes and self-efficacy of classroom teachers towards inclusive education. The research was conducted using the scanning model. The universe of the research was determined as the sample of the research, 648 classroom teachers working in the central districts of Diyarbakır. In the sampling process, proportional sampling method and random sampling method were used. As a data collection tool, the 'Teacher Attitude Scale towards Inclusive Education and the Teacher Self-Efficacy Scale for Inclusive Education', which was adapted into Turkish by the researchers, were used. In addition to descriptive statistics, 'Independent t-test, Mann Whitney U-test, One-way analysis of variance (ANOVA) Test' were used in the analysis of the data. As a result of the research, the attitudes of classroom teachers towards inclusive education; It is seen that there is no significant difference according to gender, age, and the region where the school is located. Attitudes of classroom teachers towards inclusive education; According to the inclusive classroom experience, it is seen that there is a significant difference according to the employment type of teachers, the way the school learns, and the variable of teachers' in-service training status. When the self-efficacy perceptions of classroom teachers towards inclusive education are examined, it is seen that there is a significant difference according to the inclusive classroom experience and the employment status of the teachers. Keywords: Classroom Teachers, Inclusive Education, Teacher, Attitude, Self-Efficacy