مرکز منطقه ای اطلاع رساني علوم و فناوري - The Comparison of Self-Efficacy and Inclusive Education Beliefs of Primary School Teachers

Abstract :

The aim of this study was to investigate the level of the primary education teachers’ teacher efficacy beliefs and inclusive education efficacy beliefs including differences in terms of certain variables. In addition, the other aim of the study was to investigate the relationship between teacher efficacy beliefs and inclusive education beliefs of the primary teachers. The participants of this study were 340 experienced primary school teachers working in primary schools in Denizli Province and districts in 2014-2015 academic years. For this study, “Teacher Self- Efficacy Scale” developed by Tschannen-Moran and Woofolk Hoy (2001) and adapted into Turkish context by Capa, Cakıroğlu and Sarıkaya (2005), and “Teacher Self-Efficacy Scale in Inclusive Education” developed by Hollander (2011) and adapted to Turkey by Meral and Bilgiç (2012) were used. The findings have indicated that general self-efficacy beliefs of the primary school teachers were at a quite adequate level. Teacher self-efficacy beliefs of the primary school teachers were reported to become significantly different regarding gender and year in teaching experience. Moreover, it was found that self-efficacy beliefs about inclusive education of the primary school teachers were at the level “I can do” and these beliefs were reported to show difference according to some variables namely gender, year in teaching experience, taking special education course and attending seminar. Finally, the findings have revealed out a significant positive relation at a moderate level between professional selfefficacy and inclusive education efficacy beliefs