An analysis of pre-school teachers' and student teachers' attitudes to inclusion and their self-efficacy

Sari H., Çeliköz N., SEÇER Z.

International Journal of Special Education, vol.24, no.3, pp.29-44, 2009 (Journal Indexed in SCI Expanded) identifier

  • Publication Type: Article / Article
  • Volume: 24 Issue: 3
  • Publication Date: 2009
  • Title of Journal : International Journal of Special Education
  • Page Numbers: pp.29-44


The aim of this study was to investigate what the self-efficacy and attitudes of pre-school teachers and student teachers towards inclusive education were and to elucidate the relationship between self-efficacy and the attitudes on inclusion. Therefore, the present study investigated the self-efficacy perceptions and attitudes of student teachers towards inclusive education, who received the special education course in the Department of Preschool Education at Faculty of Vocational Education in Selcuk University and pre-school education teachers who work in nursery classes and nursery schools affiliated to Konya Local Education Authority. Two scales were used in the study. These were: (1) the Opinions Relative to Inclusion Scale and (2) the Teacher Self-efficacy Perception Scale. Results indicated that: (a) attitudes of pre-school education teachers and the student teachers were undecided; (b) the two groups considered themselves efficient for being teachers in terms of the three dimensions of the self efficacy scale; (c) the attitudes' scores of the student teachers towards inclusive education were higher than the teachers' scores; (d) the scores of the teachers' self efficacy were higher than the student teachers' scores;(e) the attitudes of the teachers towards inclusive education were effected by their self efficacy perceptions in terms of teaching dimension; (f) the student teachers' perceptions on self efficacy were not effected by their attitudes towards inclusive education; (g) the student teachers should receive more courses on education of children with special educational needs during their university education; and (h) teachers should receive more support services than they have for how to educate children with SEN from the support units in accordance with the child's needs, type and severity of the child's handicap conditions. Further research is needed due to the fact that there may be a difference between the student teachers'scores on their attitudes towards special education according to how many credits they have received the courses on special education and practice in schools what they have learned from the courses regarding special education.