Araştırma Makalesi
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Özel Gereksinimli Bireylerin Eğitimine Yönelik Öğretmen Öz Yeterlik Ölçeği’nin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Yıl 2023, , 1883 - 1902, 29.12.2023
https://doi.org/10.37217/tebd.1318130

Öz

Bu araştırmanın amacı Özel Gereksinimli Bireylerin Eğitimine Yönelik Öğretmen Öz Yeterlik Ölçeği’nin geliştirilmesidir. Araştırma grubu kolay ulaşılabilir örnekleme yöntemi ile belirlenen ilk, orta ve lise kademelerinde farklı branşlarda görev yapan öğretmenlerden oluşmaktadır. Ölçme aracının geliştirilmesinde madde havuzunun oluşturulması, kapsam geçerliği tespiti ve taslak ölçeğin hazırlanması, ön uygulamanın yapılması, yapı geçerliği tespiti ve güvenirlik hesaplaması, ölçeğe son şeklinin verilmesi süreçleri izlenmiştir. Ölçek geçerlik ve güvenirliğinin sınanmasında açımlayıcı faktör analizi (AFA) ve doğrulayıcı faktör analizinden (DFA) yararlanılmıştır. AFA sonucunda 12 maddenin yer aldığı, tek faktörlü ve varyansın %72’sini açıklayan bir yapı elde edilmiştir. DFA sonucu nihai ölçeğe ait yapının uyum indeks değerlerinin kabul edilebilir aralıkta olduğuna yönelik kanıtlar sağlanmıştır. Ölçme aracına ait iç tutarlılık katsayısı ile bileşik güvenirlik değerlerinin .70’ten ve çıkarılan ortalama varyans değerinin .50’den yüksek bir değere sahip olduğu tespit edilmiştir. Sonuç olarak; geliştirilen ölçeğin öğretmenlerin öz yeterliklerini geçerli ve güvenilir olarak ölçebilen bir ölçme aracı olduğu tespit edilmiştir.

Kaynakça

  • Almog, O. & Shechtman, Z. (2007). Teachers democratic and efficacy beliefs and styles of coping with behavioural problems of pupils with special needs. European Journal of Special Needs Education, 22(2), 115-129. https://doi.org/10.1080/08856250701267774
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. https://doi.org/10.1037/0033-295X.84.2.191
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3
  • Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W. H. Freeman and Company.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. F. Pajares & T. Urdan (Ed.), Self-efficacy beliefs of adolescents içinde (s. 307–337). Greenwich, CT: Information Age.
  • Bayram, N. (2013). Yapısal eşitlik modellemesine giriş amos uygulamaları. Ankara: Ezgi.
  • Block, M. E., Hutzler, Y., Barak, S. & Klavina, A. (2013). Creation and validation of the self-efficacy instrument for physical education teacher education majors toward inclusion. Adapted Physical Activity Quarterly, 30(2), 184-205. https://doi.org/10.1123/apaq.30.2.184
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford.
  • Büyüköztürk, Ş. (2016). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem.
  • Chan, D. W. (2008). Dimensions of teacher self‐efficacy among Chinese secondary school teachers in Hong Kong. Educational Psychology, 28(2), 181-194. https://doi.org/10.1080/01443410701491833
  • Coşkun, R., Altunışık, R. & Yıldırım, E. (2017). Sosyal bilimlerde araştırma yöntemleri SPSS uygulamalı (9. b.). Sakarya: Sakarya.
  • Denzine, G. M., Cooney, J. B. & McKenzie, R. (2005). Confirmatory factor analysis of the Teacher Efficacy Scale for prospective teachers. British Journal of Educational Psychology, 75(4), 689-708.
  • DeVellis, R. F. (2014). Ölçek geliştirme kuram ve uygulamalar (T. Totan, Çev., 3. b.). Ankara: Nobel
  • Duffin, L. C., French, B. F. & Patrick, H. (2012). The Teachers' Sense of Efficacy Scale: Confirming the factor structure with beginning pre-service teachers. Teaching and Teacher Education, 28(6), 827-834. https://doi.org/10.1016/j.tate.2012.03.004
  • Emmers, E., Baeyens, D. & Petry, K. (2020). Attitudes and self-efficacy of teachers towards inclusion in higher education. European Journal of Special Needs Education, 35(2), 139-153. https://doi.org/10.1080/08856257.2019.1628337 Esentürk, O. K., Yılmaz, A., İlhan, E. L. & Kan, A.(2019). Beden Eğitimi Öğretmeni Kişilerarası Öz-Yeterlik Ölçeği’nin psikometrik özelliklerinin incelenmesi. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 24(2), 63-88. https://dergipark.org.tr/en/download/article-file/684627 sayfasından erişilmiştir.
  • Fornell, C. & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104 Gibson, S. & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569. https://doi.org/10.1037/0022-0663.76.4.569
  • Hair, J., Black, W., Babin, B. & Anderson, R. (2009). Multivariate data analysis (7. b.) New Jersey: Prentice Hall.
  • Hollender, I. (2011). The development and validation of a teacher efficacy for inclusion scale. (Doktora Tezi). ProQuest Dissertations and Theses database. (UMI No. 3443933)
  • Humphries, C. A., Hebert, E., Daigle, K. & Martin, J. (2012). Development of a physical education teaching efficacy scale. Measurement in Physical Education and Exercise Science, 16(4), 284-299.
  • Hutzler, Y., Zach, S. & Gafni, O. (2005). Physical education students’ attitudes and self‐efficacy towards the participation of children with special needs in regular classes. European Journal of Special Needs Education, 20(3), 309-327. https://doi.org/10.1080/08856250500156038
  • İlhan, L. E. Yarımkaya, E. & Yılmaz, S. H. (2022). Kapsayıcı eğitim. E. L. İlhan (Ed.), Farklı boyutlarıyla öğretmenlik içinde (s. 69-85). Ankara: Nobel Yayın Dağıtım.
  • Karasu, N. (2022). Kapsayıcı eğitim. E. L. İlhan., E. Yarımkaya & O. K. Esentürk (Ed.), Özel gereksinimli bireyler için uyarlanmış beden eğitimi ve spor içinde (s. 35-51). Ankara: Pegem Akademi.
  • Kline, R. B. (2015). Principles and practice of structural equation modeling. New York: Guilford.
  • Leyser, Y., Zeiger, T. & Romi, S. (2011). Changes in self-efficacy of prospective special and general education teachers: Implication for inclusive education. International Journal of Disability, Development and Education, 58(3), 241-255. https://doi.org/10.1080/1034912X.2011.598397
  • Love, A. M., Toland, M. D., Usher, E. L., Campbell, J. M. & Spriggs, A. D. (2019). Can I teach students with Autism Spectrum Disorder? Investigating teacher self-efficacy with an emerging population of students. Research in Developmental Disabilities, 89, 41-50. https://doi.org/10.1016/j.ridd.2019.02.005 sayfasından erişilmiştir.
  • Martin, J. J. & Kulinna, P. H. (2003). The development of a physical education teachers’ physical activity self-efficacy instrument. Journal of Teaching in Physical Education, 22(2), 219-232. https://doi.org/10.1123/jtpe.22.2.219
  • Martin, J. J. & Kulinna, P. H. (2004). Self-efficacy theory and the theory of planned behavior: Teaching physically active physical education classes. Research Quarterly for Exercise and Sport, 75(3), 288-297. https://doi.org/10.1080/02701367.2004.10609161
  • MEB. (2017). Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü Öğretmenlik Mesleği Genel Yeterlikleri. https://oygm.meb.gov.tr/www/ogretmenlik-meslegi-genel-yeterlikleri/icerik/39 sayfasından erişilmiştir.
  • Meydan, C. H. & Şeşen, H. (2011). Yapısal eşitlik modellemesi amos uygulamaları. Ankara: Detay.
  • Morris, D. B., Usher, E. L. & Chen, J. A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29(4), 795-833. https://link.springer.com/article/10.1007/s10648-016-9378-y sayfasından erişilmiştir
  • Myers, N. D., Wolfe, E. W. & Feltz, D. L. (2005). An evaluation of the psychometric properties of the coaching efficacy scale for coaches from the United States of America. Measurement in Physical Education and Exercise Science, 9(3), 135-160. https://doi.org/10.1207/s15327841mpee0903_1
  • Palmer, D. (2006). Durability of changes in self‐efficacy of preservice primary teachers. International Journal of Science Education, 28(6), 655-671. https://doi.org/10.1080/09500690500404599
  • Perera, H. N., Calkins, C. & Part, R. (2019). Teacher self-efficacy profiles: Determinants, outcomes, and generalizability across teaching level. Contemporary Educational Psychology, 58, 186-203. https://doi.org/10.1016/j.cedpsych.2019.02.006
  • Romi, S. & Leyser, Y. (2006). Exploring inclusion preservice training needs: a study of variables associated with attitudes and self‐efficacy beliefs. European Journal of Special Needs Education, 21(1), 85-105. https://doi.org/10.1080/08856250500491880
  • Romijn, B. R., Slot, P. L., Leseman, P. P. & Pagani, V. (2020). Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison. International Journal of Intercultural Relations, 79, 58-70. https://doi.org/10.1016/j.ijintrel.2020.08.001
  • Savolainen, H., Engelbrecht, P., Nel, M. & Malinen, O. P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(1), 51-68. https://doi.org/10.1080/08856257.2011.613603
  • Sharma, U., Loreman, T. & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12-21. https://doi.org/10.1111/j.1471-3802.2011.01200.x
  • Skaalvik, E. M. & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625. https://doi.org/10.1037/0022-0663.99.3.611
  • Subban, P., Round, P. & Sharma, U. (2021). ‘I can because I think I can': an investigation into Victorian secondary school teacher’s self-efficacy beliefs regarding the inclusion of students with disabilities. International Journal of Inclusive Education, 25(3), 348-361. https://doi.org/10.1080/13603116.2018.1550816
  • Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics. Boston, MA: Allyn & Bacon.
  • Taliaferro, A. R., Hammond, L. & Wyant, K. (2015). Preservice physical educators’ self-efficacy beliefs toward inclusion: The impact of coursework and practicum. Adapted Physical Activity Quarterly, 32(1), 49-67. https://doi.org/10.1123/apaq.2013-0112
  • Tschannen-Moran, M. & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
  • Tschannen-Moran, M., Hoy, A. W. & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202
  • Ünlü, H., Sünbül, A. M. & Aydos, L. (2008). Beden eğitimi öğretmenleri yeterlilik ölçeği geçerlilik ve güvenirlik çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 9(2), 23-33.
  • Vent, N. T. (2021). Self-efficacy for inclusion: special education supports and general education teacher self-efficacy for inclusive practices. (Doktora Tezi). ProQuest Dissertations and Theses database. (UMI No. 28318141)
  • Weisel, A. & Dror, O. (2006). School climate, sense of efficacy and Israeli teachers attitudes toward inclusion of students with special needs. Education, Citizenship and Social Justice, 1(2), 157-174. https://doi.org/10.1177/1746197906064677
  • Yada, A., Tolvanen, A. & Savolainen, H. (2018). Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland: a comparative study using multi-group structural equation modelling. Teaching and Teacher Education, 75, 343-355. https://doi.org/10.1016/j.tate.2018.07.011
  • Yarımkaya, E., Esentürk, O. K. & İlhan, E. L. (2022). Beden eğitimi ve sporda kapsayıcı eğitim ve bireyselleştirilmiş eğitim programı. E. L. İlhan., E. Yarımkaya & O. K. Esentürk (Ed.), Özel gereksinimli bireyler için uyarlanmış beden eğitimi ve spor içinde (s. 53-69). Ankara: Pegem Akademi.
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (11. b.). Ankara: Seçkin.

Development of Teacher Self-Efficacy Scale Towards the Education of Individuals with Special Needs: Validity and Reliability Study

Yıl 2023, , 1883 - 1902, 29.12.2023
https://doi.org/10.37217/tebd.1318130

Öz

The aim of this study is to develop a Teacher Self-Efficacy Scale Towards the Education of Individuals with Special Needs. The study group was determined by using convenient sampling method and it consisted of teachers teaching different subjects at primary, secondary and high school levels. The steps followed in the development of the scale were creating an item pool, content validity calculations and preparing the draft scale, piloting, construct validity and reliability calculations, and preparing the finalized version. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used for the construct validity and reliability calculations. The results of EFA revealed a structure with 12 items and a single factor that explained 72% of the variance. CFA showed that fit index values for the structure of the finalized version were within the acceptable range. The internal consistency coefficient and combined reliability values of the scale were found to be higher than .70 and mean variance values higher than .50. The results of the study concluded that developed scale was a valid and reliable scale measuring self-efficacy of teachers.

Kaynakça

  • Almog, O. & Shechtman, Z. (2007). Teachers democratic and efficacy beliefs and styles of coping with behavioural problems of pupils with special needs. European Journal of Special Needs Education, 22(2), 115-129. https://doi.org/10.1080/08856250701267774
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. https://doi.org/10.1037/0033-295X.84.2.191
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3
  • Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W. H. Freeman and Company.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. F. Pajares & T. Urdan (Ed.), Self-efficacy beliefs of adolescents içinde (s. 307–337). Greenwich, CT: Information Age.
  • Bayram, N. (2013). Yapısal eşitlik modellemesine giriş amos uygulamaları. Ankara: Ezgi.
  • Block, M. E., Hutzler, Y., Barak, S. & Klavina, A. (2013). Creation and validation of the self-efficacy instrument for physical education teacher education majors toward inclusion. Adapted Physical Activity Quarterly, 30(2), 184-205. https://doi.org/10.1123/apaq.30.2.184
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford.
  • Büyüköztürk, Ş. (2016). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem.
  • Chan, D. W. (2008). Dimensions of teacher self‐efficacy among Chinese secondary school teachers in Hong Kong. Educational Psychology, 28(2), 181-194. https://doi.org/10.1080/01443410701491833
  • Coşkun, R., Altunışık, R. & Yıldırım, E. (2017). Sosyal bilimlerde araştırma yöntemleri SPSS uygulamalı (9. b.). Sakarya: Sakarya.
  • Denzine, G. M., Cooney, J. B. & McKenzie, R. (2005). Confirmatory factor analysis of the Teacher Efficacy Scale for prospective teachers. British Journal of Educational Psychology, 75(4), 689-708.
  • DeVellis, R. F. (2014). Ölçek geliştirme kuram ve uygulamalar (T. Totan, Çev., 3. b.). Ankara: Nobel
  • Duffin, L. C., French, B. F. & Patrick, H. (2012). The Teachers' Sense of Efficacy Scale: Confirming the factor structure with beginning pre-service teachers. Teaching and Teacher Education, 28(6), 827-834. https://doi.org/10.1016/j.tate.2012.03.004
  • Emmers, E., Baeyens, D. & Petry, K. (2020). Attitudes and self-efficacy of teachers towards inclusion in higher education. European Journal of Special Needs Education, 35(2), 139-153. https://doi.org/10.1080/08856257.2019.1628337 Esentürk, O. K., Yılmaz, A., İlhan, E. L. & Kan, A.(2019). Beden Eğitimi Öğretmeni Kişilerarası Öz-Yeterlik Ölçeği’nin psikometrik özelliklerinin incelenmesi. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 24(2), 63-88. https://dergipark.org.tr/en/download/article-file/684627 sayfasından erişilmiştir.
  • Fornell, C. & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104 Gibson, S. & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569. https://doi.org/10.1037/0022-0663.76.4.569
  • Hair, J., Black, W., Babin, B. & Anderson, R. (2009). Multivariate data analysis (7. b.) New Jersey: Prentice Hall.
  • Hollender, I. (2011). The development and validation of a teacher efficacy for inclusion scale. (Doktora Tezi). ProQuest Dissertations and Theses database. (UMI No. 3443933)
  • Humphries, C. A., Hebert, E., Daigle, K. & Martin, J. (2012). Development of a physical education teaching efficacy scale. Measurement in Physical Education and Exercise Science, 16(4), 284-299.
  • Hutzler, Y., Zach, S. & Gafni, O. (2005). Physical education students’ attitudes and self‐efficacy towards the participation of children with special needs in regular classes. European Journal of Special Needs Education, 20(3), 309-327. https://doi.org/10.1080/08856250500156038
  • İlhan, L. E. Yarımkaya, E. & Yılmaz, S. H. (2022). Kapsayıcı eğitim. E. L. İlhan (Ed.), Farklı boyutlarıyla öğretmenlik içinde (s. 69-85). Ankara: Nobel Yayın Dağıtım.
  • Karasu, N. (2022). Kapsayıcı eğitim. E. L. İlhan., E. Yarımkaya & O. K. Esentürk (Ed.), Özel gereksinimli bireyler için uyarlanmış beden eğitimi ve spor içinde (s. 35-51). Ankara: Pegem Akademi.
  • Kline, R. B. (2015). Principles and practice of structural equation modeling. New York: Guilford.
  • Leyser, Y., Zeiger, T. & Romi, S. (2011). Changes in self-efficacy of prospective special and general education teachers: Implication for inclusive education. International Journal of Disability, Development and Education, 58(3), 241-255. https://doi.org/10.1080/1034912X.2011.598397
  • Love, A. M., Toland, M. D., Usher, E. L., Campbell, J. M. & Spriggs, A. D. (2019). Can I teach students with Autism Spectrum Disorder? Investigating teacher self-efficacy with an emerging population of students. Research in Developmental Disabilities, 89, 41-50. https://doi.org/10.1016/j.ridd.2019.02.005 sayfasından erişilmiştir.
  • Martin, J. J. & Kulinna, P. H. (2003). The development of a physical education teachers’ physical activity self-efficacy instrument. Journal of Teaching in Physical Education, 22(2), 219-232. https://doi.org/10.1123/jtpe.22.2.219
  • Martin, J. J. & Kulinna, P. H. (2004). Self-efficacy theory and the theory of planned behavior: Teaching physically active physical education classes. Research Quarterly for Exercise and Sport, 75(3), 288-297. https://doi.org/10.1080/02701367.2004.10609161
  • MEB. (2017). Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü Öğretmenlik Mesleği Genel Yeterlikleri. https://oygm.meb.gov.tr/www/ogretmenlik-meslegi-genel-yeterlikleri/icerik/39 sayfasından erişilmiştir.
  • Meydan, C. H. & Şeşen, H. (2011). Yapısal eşitlik modellemesi amos uygulamaları. Ankara: Detay.
  • Morris, D. B., Usher, E. L. & Chen, J. A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29(4), 795-833. https://link.springer.com/article/10.1007/s10648-016-9378-y sayfasından erişilmiştir
  • Myers, N. D., Wolfe, E. W. & Feltz, D. L. (2005). An evaluation of the psychometric properties of the coaching efficacy scale for coaches from the United States of America. Measurement in Physical Education and Exercise Science, 9(3), 135-160. https://doi.org/10.1207/s15327841mpee0903_1
  • Palmer, D. (2006). Durability of changes in self‐efficacy of preservice primary teachers. International Journal of Science Education, 28(6), 655-671. https://doi.org/10.1080/09500690500404599
  • Perera, H. N., Calkins, C. & Part, R. (2019). Teacher self-efficacy profiles: Determinants, outcomes, and generalizability across teaching level. Contemporary Educational Psychology, 58, 186-203. https://doi.org/10.1016/j.cedpsych.2019.02.006
  • Romi, S. & Leyser, Y. (2006). Exploring inclusion preservice training needs: a study of variables associated with attitudes and self‐efficacy beliefs. European Journal of Special Needs Education, 21(1), 85-105. https://doi.org/10.1080/08856250500491880
  • Romijn, B. R., Slot, P. L., Leseman, P. P. & Pagani, V. (2020). Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison. International Journal of Intercultural Relations, 79, 58-70. https://doi.org/10.1016/j.ijintrel.2020.08.001
  • Savolainen, H., Engelbrecht, P., Nel, M. & Malinen, O. P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(1), 51-68. https://doi.org/10.1080/08856257.2011.613603
  • Sharma, U., Loreman, T. & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12-21. https://doi.org/10.1111/j.1471-3802.2011.01200.x
  • Skaalvik, E. M. & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625. https://doi.org/10.1037/0022-0663.99.3.611
  • Subban, P., Round, P. & Sharma, U. (2021). ‘I can because I think I can': an investigation into Victorian secondary school teacher’s self-efficacy beliefs regarding the inclusion of students with disabilities. International Journal of Inclusive Education, 25(3), 348-361. https://doi.org/10.1080/13603116.2018.1550816
  • Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics. Boston, MA: Allyn & Bacon.
  • Taliaferro, A. R., Hammond, L. & Wyant, K. (2015). Preservice physical educators’ self-efficacy beliefs toward inclusion: The impact of coursework and practicum. Adapted Physical Activity Quarterly, 32(1), 49-67. https://doi.org/10.1123/apaq.2013-0112
  • Tschannen-Moran, M. & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
  • Tschannen-Moran, M., Hoy, A. W. & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202
  • Ünlü, H., Sünbül, A. M. & Aydos, L. (2008). Beden eğitimi öğretmenleri yeterlilik ölçeği geçerlilik ve güvenirlik çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 9(2), 23-33.
  • Vent, N. T. (2021). Self-efficacy for inclusion: special education supports and general education teacher self-efficacy for inclusive practices. (Doktora Tezi). ProQuest Dissertations and Theses database. (UMI No. 28318141)
  • Weisel, A. & Dror, O. (2006). School climate, sense of efficacy and Israeli teachers attitudes toward inclusion of students with special needs. Education, Citizenship and Social Justice, 1(2), 157-174. https://doi.org/10.1177/1746197906064677
  • Yada, A., Tolvanen, A. & Savolainen, H. (2018). Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland: a comparative study using multi-group structural equation modelling. Teaching and Teacher Education, 75, 343-355. https://doi.org/10.1016/j.tate.2018.07.011
  • Yarımkaya, E., Esentürk, O. K. & İlhan, E. L. (2022). Beden eğitimi ve sporda kapsayıcı eğitim ve bireyselleştirilmiş eğitim programı. E. L. İlhan., E. Yarımkaya & O. K. Esentürk (Ed.), Özel gereksinimli bireyler için uyarlanmış beden eğitimi ve spor içinde (s. 53-69). Ankara: Pegem Akademi.
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (11. b.). Ankara: Seçkin.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Ölçek Geliştirme
Bölüm Makaleler
Yazarlar

Elif Ünal 0000-0003-0779-1231

Ekrem Levent İlhan 0000-0002-1117-2700

Erken Görünüm Tarihi 21 Aralık 2023
Yayımlanma Tarihi 29 Aralık 2023
Gönderilme Tarihi 21 Haziran 2023
Kabul Tarihi 26 Kasım 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Ünal, E., & İlhan, E. L. (2023). Özel Gereksinimli Bireylerin Eğitimine Yönelik Öğretmen Öz Yeterlik Ölçeği’nin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Türk Eğitim Bilimleri Dergisi, 21(3), 1883-1902. https://doi.org/10.37217/tebd.1318130

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