TEACHERS’ SELF-EFFICACY ATTITUDES TOWARDS INCLUSIVENESS

Abstract

The perception of self-efficacy is an important topic regarding the pedagogical approaches of teachers and the effects on inclusive education. It is emphasized that teachers with high self-efficacy perceptions conduct a more effective teaching process by considering the individual needs of students. Especially in inclusive classrooms, it is stated that teachers' self-efficacy perceptions contribute to their increased effort towards students and the use of appropriate teaching techniques. While it is expressed that teachers who have received training in inclusive education have high self-efficacy beliefs, and those who have not received such training possess lower beliefs, some studies argue that there is no significant relationship between them. This situation highlights the importance of the qualifications and quality of education of teachers who have received training in inclusive education. It is emphasized that more research is needed to understand the effects of teachers or teacher candidates receiving inclusive education on educational processes. Such examinations can contribute to teachers' professional development and the quality of education offered to students. In particular, strategies to enhance teachers' self-efficacy perceptions may help achieve more effective results in inclusive education. In this study, the importance of self-efficacy perception levels and inclusive education competence levels of classroom teachers who actively provide inclusive education were evaluated.