Examining the relationship between primary school teachers' social acceptance and work motivation level for inclusion/integration students

In this study, it was aimed to determine the relationship between social acceptance and work motivation levels of classroom teachers who have inclusion/integration students in their classes. Relational survey model, one of the survey model types, was used in the research. A total of 374 classroom teachers, including 240 women and 134 men, were selected through purposive sampling method. In the research, data were collected with the tools of "Personal Information Form" and "Job Motivation Scale" and Social Acceptance Scale. The collected data were analyzed with the help of SPSS 25.0 program. In the analysis of the data, arithmetic mean (x), Standard deviation (SS), independent sample t-test, one-way analysis of variance (ANOVA), correlation, regression and Scheffe tests were used. The social acceptance levels of the classroom teachers were generally very high. The work motivation levels of the classroom teachers were generally at a good level. The relationship between social acceptance and work motivation was found to be negative and significant. Moreover, it was concluded that while social acceptance level predicted work motivation by 26%, work motivation level predicted social acceptance by 22% to include more applied courses on behalf of it can be suggested to increase the duration and amount of averseness training and averseness training. It can also be suggested to create the corporate culture in schools, to determine the vision, mission and goals of the institution. Keywords: Inclusion/ Integration, Classroom teacher, Social acceptance, Work motivation