Abstract
This study aims to investigate the relationship between Turkish teachers’ attitudes and their self-efficacy for inclusive practices using a relational survey design. Study participants included a total of 1163 preschool, classroom, subject-matter, and special-education teachers from four different geographical regions in Turkey. The data was collected using the Sentiments, Attitudes, and Concerns about Inclusive Education Scale (SACIE-R) and the Teacher Efficacy for Inclusive Practice (TEIP) Scale. The data were analyzed using the Pearson Product-Moment Correlation and Multiple Linear Regression tests with the help of SPSS. The results reported a positive significant relationship between teachers’ attitudes and self-efficacy for inclusive practices. Results also revealed teacher self-efficacy to be a significant predictor of their attitudes towards inclusive education.
Highlights
The global trend of educational inclusion and the provision of education for all has seen children from different social backgrounds being increasingly integrated into general education systems worldwide (UNESCO, 2009)
This study investigated the relationship between the teachers’ self-efficacy for inclusive practices and attitudes regarding inclusive education
This study investigated the relationship between teachers’ self-efficacy for inclusive practices and teachers’ attitudes towards inclusive education
Summary
The global trend of educational inclusion and the provision of education for all has seen children from different social backgrounds being increasingly integrated into general education systems worldwide (UNESCO, 2009). Despite the long history of inclusive education practices in developed countries, only in the last 25 years have integration practices caught the attention of researchers and parents in Turkey. Since Special Education Regulation 573 came into effect in Turkey and several other countries, inclusive education practices have gained momentum (Turkish Ministry of National Education (MoNE), 1997). Turkey is a large country with a population of 80 million people; individuals under the age of 18 constitute 40% of the total population. According to data from 2017, the number of school-age individuals in Turkey is nearly 18 million (MoNE, 2017). The number of inclusive students attending primary and secondary school is about 300,000 (MoNE, 2017)
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