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- Title
A STUDY ON SOCIAL STUDIES TEACHERS' SELF-EFFICACY TOWARDS INCLUSIVE EDUCATION.
- Authors
AKINCI, Besime Arzu GÜNGÖR; FİDAN, Elif
- Abstract
This study aimed to determine the self-efficacy levels of Social Studies teachers towards inclusive education and individualized education program preparation. Survey method was employed in this study as one of the quantitative research methods frequently used in social sciences. The sample of the study consisted of 201 Social Studies teachers working in schools affiliated to the Ministry of National Education in a province located in the Western Black Sea Region, Türkiye, in the 2020/21 academic year, via the convenience sampling method, one of the non-probability sampling methods. The "Teacher Efficacy in Inclusion Practices" (TEIP) Scale, adapted into Turkish by Bayar (2015), and the "Personal Information Form" prepared by the researcher were used In order to collect data in the study. The data obtained in the study were analysed using SPSS 24 statistical program for statistical analysis. Independent samples t-test and one-way analysis of variance methods were used for data comparisons, followed by Scheffe's test. The results showed that the Social Studies teachers' self-efficacy belief levels towards inclusion practices were at the level of "Partially agree", while their self-efficacy in school-parent cooperation was found to be high. In addition, it was noteworthy that Social Studies teachers considered themselves very competent in the process of informing about the legal procedure related to inclusive education. It was also concluded that the Social Studies teachers' self-efficacy belief levels for inclusion practices differed statistically according to the variables of seniority in the profession and having received training regarding special education at university. However, it was observed that there was no statistically significant difference depending on gender, university major, place of teaching, presence of integrated students in the classroom, receiving in-service trainings, and the presence of individuals in need of special education in the family and immediate environment.
- Subjects
TURKEY; INCLUSIVE education; SOCIAL sciences education; SELF-efficacy in teachers; CONVENIENCE sampling (Statistics); TEACHER effectiveness; TEACHER role; COLLEGE environment
- Publication
International Journal of Eurasian Education & Culture, 2023, Vol 8, Issue 22, p971
- ISSN
2602-4047
- Publication type
Article
- DOI
10.35826/ijoecc.741