Öğretmenlerin Kapsayıcı Eğitime Yönelik Farkındalıkları ile Tutumları Arasındaki İlişki

Abstract

Bu çalışmanın amacı, öğretmenlerin kapsayıcı eğitime yönelik farkındalıkları ile tutumları arasında anlamlı bir ilişki olup olmadığını belirlemektir. Çalışma nicel bir araştırma olup, ilişkisel tarama modeli ile tasarlanmıştır. Araştırmanın örneklemini, Türkiye'nin Gaziantep ilinde farklı branş ve eğitim kademelerinde görev yapan öğretmenler arasından küme örnekleme yöntemi ile seçilen 448 öğretmen oluşturmaktadır. Araştırmada veri toplamak amacıyla “Kapsayıcı Eğitim İçin Öğretmen Farkındalık Ölçeği” ve “Kapsayıcı Eğitime Yönelik Öğretmen Tutum Ölçeği” kullanılmıştır. Elde edilen veriler öncelikle normallik açısından test edilmiştir. Verilerin normal dağılım göstermesi üzerine t-testi ve tek yönlü varyans analizi uygulanmıştır. Ayrıca, değişkenler arasındaki ilişkiyi incelemek amacıyla korelasyon analizi yapılmıştır. Sonuçlar, öğretmenlerin kapsayıcı eğitime yönelik farkındalık ve tutumlarının yüksek düzeyde olduğunu göstermektedir. Öğretmenlerin kapsayıcı eğitime yönelik farkındalıkları ile bu konudaki tutumları arasında pozitif ve orta düzeyde bir ilişki bulunmuştur.

Keywords

• Tutum
• Farkındalık
• Kapsayıcı eğitim
• Öğretmenler

The Relationship Between Teachers' Awareness and Attitudes Toward Inclusive Education

Abstract

Inclusive education has become a central component of contemporary educational policies aimed at ensuring equity, diversity, and equal learning opportunities for all students. The purpose of the study is to determine whether there is a significant relationship between teachers' awareness and attitudes toward inclusive education. We designed a quantitative study using a relational survey model. The sample of the research consists of 448 teachers selected from the teachers working in different branches and education levels in Gaziantep province in Turkey by using the cluster sampling method. To collect data in the research, the “Teacher Awareness Scale for Inclusive Education” and the “Teacher Attitude Scale towards Inclusive Education” were used. The data obtained in the study was first tested for normality. Based on the normal distribution of the data, t-test and one-way analysis of variance were performed. In addition, correlation analysis was performed to examine the relationship between the variables. The results show that teachers' awareness and attitudes toward inclusive education are at a high level. A positive and moderate relationship was found between teachers' awareness of inclusive education and their attitudes towards inclusive education. Based on these findings, it can be suggested that professional development programs focusing on inclusive education practices may further strengthen teachers’ awareness and foster more positive attitudes. Future research may examine the underlying factors influencing this relationship using qualitative or mixed-method designs.

Keywords

• Attitude
• awareness
• inclusive education
• teachers

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