OKUL ÖNCESİ ÖĞRETMENLERİNİN KAPSAYICI EĞİTİME YÖNELİK ÖĞRETMEN TUTUMLARININ VE ÖZ YETERLİLİK DÜZEYLERİNİN İNCELENMESİ

Abstract

In the study, teachers' attitudes towards inclusive education and their self-efficacy levels were examined in the context of various demographic factors (age, professional experience, education level, employment status and receiving inclusive education). The findings show that young teachers' self-efficacy levels are lower, and their self-efficacy levels increase as age and professional experience increase. This suggests that teachers' self-confidence increases as they gain experience, which makes them feel more competent in teaching strategies and classroom management. In terms of education level, there is no significant difference in attitudes towards inclusive education and self-efficacy scores between teachers with bachelor's and master's degrees, indicating that self-efficacy can be shaped not only by academic degree but also by continuing professional development. Employment status has a significant impact on teachers' attitudes and levels of self-efficacy; The self-efficacy levels of contracted and paid teachers are higher than their permanent colleagues. It shows that job security can have a significant impact on how teachers perceive themselves, and the fact that teachers who have received inclusive education have lower self-efficacy scores than expected because they are more aware of the difficulties of this type of education suggests that we need to re-evaluate the effects of inclusive education programs on teachers. The study illuminates the role of various factors in shaping teachers' approaches to inclusive education practices and offers important insights on how education policies can be shaped in the light of this information.