A Study of Teaching and Learning Conceptions and Cognitive Flexibility of Classroom Teachers In Terms of Inclusion and Self-Efficacy Prediction Levels 1 (original) (raw)

In this study, it is analysed that to what extent inclusive class teachers' teaching and learning conceptions and cognitive flexibilities predict their self-efficacy perceptions of inclusive education. The sample of study which is designed according to correlational research, consist of 301 class teachers working in state schools from district of Istanbul; Kadıkoy, Maltepe and Uskudar. As data collection tools, Efficacy for Inclusion Scale which is developed by Hollande (2011) and adapted into Turkish by Bilgiç and Meral (2012), Cognitive Flexibility Inventory which is developed by Dennis and Wal (2010) and adapted into Turkish, by Gülüm and Dağ (2012), Teaching and Learning Conceptions Questionnaire developed by Chan and Elliot (2004) and adapted into Turkish by Aypay (2011) and Personal Information Form were used in the study. As a result, it is found that there is positive and medium level significant correlation between cognitive flexibility and self-efficacy perceptions relating to inclusive education. Moreover self-efficacy has low-level significance and positively related with constructivist conception; cognitive flexibility has negative relation with traditional conception, however it has positive and statistically significant relation with constructivist conception. Finally as a result of multiple regression analyse, it has been found out that variables of cognitive flexibility along with constructivist conception explain the 17% of the sum of variance of teachers' efficacy. When the results of t-test related to significance of regression factors are examined, the 1 This article was prepared from a masters thesis titled " A Study of Teaching and Learning Perceptions and Cognitive Flexibility of Classroom Teachers In Terms of Inclusion and Self-efficacy Prediction Levels " completed in Marmara University, Institute of Educational Sciences, Psychological Counselling and Guidance Program. 240 variable of cognitive flexibility has only predicted teacher efficacy at significant level (β = .37, p<.001). On the other hand, it has been confirmed that constructivist conception as a sub-dimension do not predict teacher efficacy at a significant level (β = .08, p>.05).