The scale development study: Teacher self-efficacy for inclusion in elementary education

Authors : Sonnur Işıtan, Mesut Saçkes, Sinem Güçhan Özgül, Burcu Sezginsoy Şeker

Pages : 113-127

Doi:10.31795/baunsobed.1560062

View : 60 | Download : 53

Publication Date : 2025-06-12

Article Type : Research Paper

Abstract :The aim of this study is to develop a teacher self-efficacy scale for inclusion in elementary education. In the study descriptive survey model was used. The sample of the study consisted of teacher candidates studying in the field of pre-school and classroom education in Turkey and teachers working in kindergartens, preschools and primary schools affiliated to the Ministry of National Education. A total of 332 people, 229 from the field of pre-school and 103 from the field of classroom education, participated in the study. Within the scope of the study, the 46-item tool named “Teacher Self-Efficacy Scale for Inclusiveness in Basic Education (TEKÖZ)” was created by obtaining expert opinion. “Principal Components Analysis” and “Confirmatory Factor Analysis” were conducted for the developed scale. As a result of the analyzes, it was determined that the “Teacher Self-Efficacy Scale for Inclusiveness in Basic Education (TEKÖZ)” consisted of three factors named “Collaboration, Classroom Management, and Teaching” and 22 items. The reliability coefficient for the entire scale is α=0.87. It has been determined that the developed tool is suitable for measuring the self-efficacy of teachers and teacher candidates at the basic education level regarding inclusiveness.
Keywords : Inclusive education, Elementary education, Scale development, Preschool education, Primary education

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