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    Investigation of Special Education Classroom Teachers' Perceived Empathic Self-Efficacy and Social Self-Efficacy
    (Bayburt University, 2025) Bayat, Sinan
    The objective of the present study was to ascertain whether there were any statistically significant differences in the perceptions of empathy and social self-efficacy among special education classroom teachers according to gender, marital status, age, professional seniority, educational status, disability group taught, and school/grade/class level. The study was conducted using a quantitative survey model. The population of the study consisted of 197 teachers working in special education state schools in Malatya during the 2023-2024 academic year, and the sample consisted of 128 teachers selected using simple (non-selective) sampling. The study utilised the 'Perceived Empathetic Self-Efficacy and Social Self-Efficacy Scale' developed by Di Giunta et al. (2010) and adapted into Turkish, with reliability and validity studies conducted by Akın and Başören (2015). The findings of the study indicated that teachers exhibited elevated perceptions of both empathic and social self-efficacy. The study revealed no significant differences between teachers' perceptions of empathic and social self-efficacy and the variables of gender, marital status, age, professional seniority, educational status, and the disability group being taught. In the school/grade/class variable, no significant differences were found in teachers' perceptions of empathetic self-efficacy. However, significant differences were found in their perceptions of social self-efficacy.