Examining Classroom Teachers' Attitudes Towards Inclusive Education in Public and Private Schools

Muhammet Fatih Sertkaya; Ömer Faruk Ar; Yahya Çıkılı

Makale detayları

Examining Classroom Teachers' Attitudes Towards Inclusive Education in Public and Private Schools

Yazarlar:

Muhammet Fatih Sertkaya | Ömer Faruk Ar | Yahya Çıkılı

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.23 Issue 4, pp.1883-1905

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302637

pISSN:

1303-0493

Anahtar kelimeler:

Özet:

 In this study, which was conducted to examine the attitudes of teachers working in public and private schools towards inclusive education, the survey model, one of the quantitative research methods, was used. 198 classroom teachers working in public and private schools in the 2022-2023 academic year participated in the study. Data were collected with personal information form and the Inclusion Education Attitude Scale. The collected data were analyzed in SPSS 22.0 program, frequency, percentage, Mann Whitney U test, Kruskal Wallis H test, Dunnet T3 Post Hoc test were used and significance levels were tested at p0.05 level. According to the findings of the study, the attitudes of classroom teachers working in public and private schools towards inclusive education are positive. There is no statistically significant difference in the attitudes of the teachers towards mainstreaming education according to gender and taking lessons, courses or training in the field of special education. However, teachers working in private schools have statistically significantly more positive attitudes towards inclusion education than teachers working in public schools; teachers with 0-5 years of professional seniority have more positive attitudes towards inclusion education than teachers with 16-20 and 21 or more years of professional seniority; teachers with individuals with special needs in their families have more positive attitudes towards inclusion education than teachers without individuals with special needs in their families; teachers who have never worked with individuals with special needs have more positive attitudes towards inclusion education than teachers who have worked with individuals with special needs; and teachers who have never worked with individuals with special needs have more positive attitudes towards inclusion education than teachers who have worked with individuals with special needs for more than 5 years.

 In this study, which was conducted to examine the attitudes of teachers working in public and private schools towards inclusive education, the survey model, one of the quantitative research methods, was used. 198 classroom teachers working in public and private schools in the 2022-2023 academic year participated in the study. Data were collected with personal information form and the Inclusion Education Attitude Scale. The collected data were analyzed in SPSS 22.0 program, frequency, percentage, Mann Whitney U test, Kruskal Wallis H test, Dunnet T3 Post Hoc test were used and significance levels were tested at p0.05 level. According to the findings of the study, the attitudes of classroom teachers working in public and private schools towards inclusive education are positive. There is no statistically significant difference in the attitudes of the teachers towards mainstreaming education according to gender and taking lessons, courses or training in the field of special education. However, teachers working in private schools have statistically significantly more positive attitudes towards inclusion education than teachers working in public schools; teachers with 0-5 years of professional seniority have more positive attitudes towards inclusion education than teachers with 16-20 and 21 or more years of professional seniority; teachers with individuals with special needs in their families have more positive attitudes towards inclusion education than teachers without individuals with special needs in their families; teachers who have never worked with individuals with special needs have more positive attitudes towards inclusion education than teachers who have worked with individuals with special needs; and teachers who have never worked with individuals with special needs have more positive attitudes towards inclusion education than teachers who have worked with individuals with special needs for more than 5 years.

 In this study, which was conducted to examine the attitudes of teachers working in public and private schools towards inclusive education, the survey model, one of the quantitative research methods, was used. 198 classroom teachers working in public and private schools in the 2022-2023 academic year participated in the study. Data were collected with personal information form and the Inclusion Education Attitude Scale. The collected data were analyzed in SPSS 22.0 program, frequency, percentage, Mann Whitney U test, Kruskal Wallis H test, Dunnet T3 Post Hoc test were used and significance levels were tested at p0.05 level. According to the findings of the study, the attitudes of classroom teachers working in public and private schools towards inclusive education are positive. There is no statistically significant difference in the attitudes of the teachers towards mainstreaming education according to gender and taking lessons, courses or training in the field of special education. However, teachers working in private schools have statistically significantly more positive attitudes towards inclusion education than teachers working in public schools; teachers with 0-5 years of professional seniority have more positive attitudes towards inclusion education than teachers with 16-20 and 21 or more years of professional seniority; teachers with individuals with special needs in their families have more positive attitudes towards inclusion education than teachers without individuals with special needs in their families; teachers who have never worked with individuals with special needs have more positive attitudes towards inclusion education than teachers who have worked with individuals with special needs; and teachers who have never worked with individuals with special needs have more positive attitudes towards inclusion education than teachers who have worked with individuals with special needs for more than 5 years.

 Devlet okullarında ve özel okullarda görev yapan öğretmenlerin kaynaştırma eğitimine ilişkin tutumlarının incelenmesi amacıyla yapılan bu araştırmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırmaya 2022-2023 eğitim öğretim yılında devlet ve özel okullarında görev yapan 198 sınıf öğretmeni katılmıştır. Veriler kişisel bilgi formu ve Kaynaştırma Eğitimi Tutum Ölçeği ile toplanmıştır. Toplanan veriler SPSS 22.0 programında çözümlenmiş, frekans, yüzde, Mann Whitney U testi, Kruskal Wallis H testi, Dunnet T3 Post Hoc testi kullanılmış, anlamlılık düzeyi p0,05 düzeyinde sınanmıştır. Araştırma bulgularına göre, devlet ve özel okullarında görev yapan sınıf öğretmenlerinin kaynaştırma eğitimine ilişkin tutumları olumludur. Araştırmaya katılan öğretmenlerin, kaynaştırma eğitimine ilişkin tutumları arasında cinsiyet ve özel eğitim alanında ders, kurs veya eğitim alma değişkenlerine göre istatiksel olarak anlamlı bir farklılık yoktur. Fakat özel okulda görev yapan öğretmenlerin, devlet okulunda görev yapan öğretmenlere göre; mesleki kıdemi 0-5 yıl öğretmenlerin, 16-20 ve 21 ve üzeri yıl mesleki kıdeme sahip olan öğretmenlere göre; ailesinde özel gereksinimli birey olan öğretmenlerin, ailesinde özel gereksinimli birey olmayan öğretmenlere göre; özel gereksinimli bireyle hiç çalışmayan öğretmenlerin özel gereksinimli bireyle çalışmış olan öğretmenlere göre; özel gereksinimli bireyle hiç çalışmayan öğretmenlerin özel gereksinimli bireyle 5 yıldan fazla çalışan öğretmenlere göre kaynaştırma eğitimine ilişkin tutumları; istatistiksel olarak anlamlı biçimde daha olumludur.

Makale detayları

Examining Classroom Teachers' Attitudes Towards Inclusive Education in Public and Private Schools

Yazarlar:

Muhammet Fatih Sertkaya | Ömer Faruk Ar | Yahya Çıkılı

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.23 Issue 4, pp.1883-1905

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302637

pISSN:

1303-0493

Inclusive education

special education

classroom teacher

attitude.Kaynaştırma eğitimi

özel eğitim

sınıf öğretmeni

tutum.

Sayı

Makale detayları

Yazarlar: Muhammet Fatih Sertkaya | Ömer Faruk Ar | Yahya Çıkılı

Yayıncı: Bolu Abant Izzet Baysal University

Ana Başlıklar: Alan Eğitimleri

Dergi: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.23 Issue 4, pp.1883-1905

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001302637

pISSN: 1303-0493

Sayı

Yazarlar:

Muhammet Fatih Sertkaya | Ömer Faruk Ar | Yahya Çıkılı

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.23 Issue 4, pp.1883-1905

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302637

pISSN:

1303-0493