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

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.

This study aims to develop a teacher self-efficacy scale for inclusion in elementary education. In the study, the 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 Türkiye and teachers working in kindergartens, preschools, and primary schools affiliated with 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.