REGULATORY EFFECT OF GENDER AND EDUCATION DEPARTMENT STATUS ON THE RELATIONSHIP BETWEEN INCLUSIVE EDUCATION AWARENESS AND SELF-EFFICACY

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dc.contributor.authorTaşyürek, Zeynep
dc.contributor.authorKodan, Hülya
dc.date.accessioned2024-10-04T19:06:42Z
dc.date.available2024-10-04T19:06:42Z
dc.date.issued2023
dc.departmentBayburt Üniversitesien_US
dc.description.abstractInclusive education is based on the idea that all individuals—regardless of individual characteristics and differences—should have access to education, a fundamental right granted to all. This study examines the relationship between pre-service teachers’ inclusive education awareness and self-efficacy and the impact of different variables that may affect this relationship. For this purpose, the Awareness Scale for Inclusive Education and the Teachers’ Self-Efficacy Perception of Inclusive Education Scale were used as data collection tools. The study was conducted through a correlational survey design to understand the relationship between pre-service teachers’ Awareness of Inclusive Education scores and Teacher’s Self- Efficacy Perception of Inclusive Education scores and determine the regulatory effect of gender and the departments in which the teachers studied on this relationship. The study sample included 360 pre-service teachers who completed the Special Education and Inclusion course. Data were analyzed using SPSS 24.0 and the Process Macro plugin. The results show a significant relationship between pre-service teachers’ awareness of inclusive education and self-efficacy perceptions. Results also indicate that while the regulatory effect of gender on the relationship between pre-service teachers’ inclusive education awareness and self-efficacy perceptions was not significant, the regulatory effect of the department they belonged to was substantial.en_US
dc.identifier.endpage1978en_US
dc.identifier.issn2148-225X
dc.identifier.issue3en_US
dc.identifier.startpage1963en_US
dc.identifier.trdizinid1187932en_US
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1187932
dc.identifier.urihttp://hdl.handle.net/20.500.12403/4661
dc.identifier.volume10en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.relation.ispartofIOJETen_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titleREGULATORY EFFECT OF GENDER AND EDUCATION DEPARTMENT STATUS ON THE RELATIONSHIP BETWEEN INCLUSIVE EDUCATION AWARENESS AND SELF-EFFICACYen_US
dc.typeArticleen_US

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