Primary school teachers' self-efficiency perceptions and attitudes about the implementation of inclusive education

The aim of this study is to examine the self-efficacy and attitude of classroom teachers for the implementation of inclusive education in terms of various variables and to determine what kind of relationship can be between classroom teachers' self-efficacy and attitude levels. The research is a descriptive study in which scanning model is used. The study group of this research consists of classroom teachers working in the province of Batman. The research was carried out with 136 classroom teachers working in the province of Batman and its districts, selected by stratified sampling method, in the 2022-2023 academic year. "Teacher Attitude Scale in Inclusive Education", "Teacher Self-Efficacy Scale in Inclusive Education" and "Personal Information Form" were used as data collection tools by Ünal Şimşek in 2019. In the analysis of the data, it was first examined whether the data showed a normal distribution for the self-efficacy and attitude scale values of the teachers participating in the research. For this purpose, Independent Student T-Test was used in paired groups, One-Way Analysis of Variance (ANOVA) and TUKEY test, one of the post hoc tests, were used in multiple groups, depending on the number of categories of the independent variable. When the results were examined, it was determined that there was a significant difference between the groups in the dimensions of concern for personal equipment in inclusive education, the importance of making correct planning in inclusive education, the necessity of taking responsibility in inclusive education, and increasing the interest in inclusive education in the teacher attitude scale.