Abstract
The aim of the study is to determine the effects of sentiments, attitudes and concerns towards inclusive education on the perception of efficacy in inclusive education with a group of 220 teachers. “Personal Information Form”, “Sentiments, Attitudes and Concerns About Inclusive Education Scale Revised (SACIE-R)” and “Teacher Efficacy for Inclusive Practice (TEIP) Scale” were used as data collection tools. Descriptive statistics, Pearson correlation and Regression technique were used in statistical analysis. Results pointed that sentiment and attitude have a significant effect on teachers' competencies in inclusive education practices. As a result, it can be said that teachers' feelings and attitudes towards inclusive education affect their self-efficacy.
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