Investigating the relationship between primary school teachers' self efficacy and attitudes toward inclusion

The aim of this study is to investigate the relationship between primary school teachers' self efficacy and attitudes toward inclusion. This study is a relational screening model research which was conducted for to determine the how relationship between primary school teachers' self efficacy and attitudes toward inclusion. The universe of the study is all primary teachers working in 2010-2011 education year in Merkez, Kahramanmaraş. The sample, consisted of 205 primary teachers who working at inclusive schools, has chosen among the study universe with random sampling method. Teacher Information Form, Attitudes Toward Inclusion Scale and Teachers' Sense of Efficacy Scale (long form) are used as data collecting tools. As a result of the data obtained, it is concluded that the primary school teachers participated in the survey feel highly efficient in their perceptions of general self efficacy and its sub-dimensions. There can not be found any significant differences between gender, length of service, educational background, in service training, the situation of having a inclusive student in the class, the duration of training inclusive student, in general self efficacy and its sub dimensions of teachers. It is found that the teachers who participated to the survey have either positive or negative attitude to the inclusion. And also there can not be found any significant differences between the attitude of teachers to the inclusion and gender, length of service, educational background, in service training, the situation of having a inclusive student in the class, the duration of training inclusive student. It is concluded that there is not any significant statistical relationship between the scores of general self efficacy perception and the total scores of attitudes of teachers to the inclusion. Key Words: Self efficacy, attitude, ınclusion, teacher self efficacy