Evaluation of the relationship between classroom teachers' perceptions of self-efficacy and attitudes towards inclusive education

The main purpose of this research is to examine the relationship between the self-efficacy perceptions of primary school teachers working in official primary schools and their attitudes towards inclusive education. The universe of the research conducted in the relational screening model is the classroom teachers working in Kızıltepe district of Mardin province in 2019-2020 academic year. Since the universe is accessible, it was tried to reach the entire universe by not taking a sample. For this purpose, scales were applied to 415 classroom teachers working in 26 official primary schools. Personal Information Form, Mainstreaming Views Scale and Teacher Self-Efficacy Perception Scale were used as data collection tools. The Teacher Self-Efficacy Scale includes 24 items and 3 sub-dimensions: "Student motivation, Classroom management, Teaching strategies". On the Scale of Mainstreaming, there are 20 items and 5 sub-dimensions including "Mainstreaming classroom control, Adequacy of the classroom teacher, Mainstreaming benefits, Adequacy of the mainstreaming student, Negative effect of Mainstreaming). As a result of the findings, it was seen that the competencies of the teachers in their general self-efficacy and sub-dimensions were "at a very high level". In the general self-efficacy and sub-dimensions of the teachers, gender, professional seniority, educational status, being a mainstreaming student in the classroom, having education / training about inclusion or special education, support room for inclusion in school, special education class, and previously inclusive student There was no significant difference between reading status. On the other hand, in order to be beneficial for the mainstreaming student, a meaningful relationship was found between finding himself scientifically sufficient and being a disabled person in the family. In addition, a significant relation was found in the student motivation dimension in the class level variable he taught. The attitudes of the teachers participating in the study towards inclusive education were found to be "at a medium level". There was no significant difference between the attitudes of teachers towards inclusive education and gender, being a mainstreaming student in the classroom, being a disabled person in the family, having an intermingling student and having a class level. There is a significant relation in some aspects of their attitudes towards inclusion education in the variables of finding professional education / training about vocational seniority, educational status, inclusion or special education, support room for inclusion at school, special education class opportunities, and finding yourself scientifically sufficient to be beneficial to the inclusion student. It was. Finally, as a result of the multiple linear regression analysis conducted to reveal how teachers 'self-efficacy perceptions such as student motivation, classroom management, and teaching strategies predict their attitudes towards the teaching of classroom teachers, classroom management and instructional strategies have a meaningful relationship with teachers' convergence education. respectively.