Examining the Relationship between Self-Efficacy and Cognitive Flexibility of Physical Education and Sports Teachers towards Inclusive Education

Year 2024, Volume: 25 Issue: 2, 141 - 154, 01.06.2024

Erdem Kartal , Salim İbrahim Onbaşı , Ekrem Levent İlhan

https://doi.org/10.21565/ozelegitimdergisi.1150882

Abstract

Introduction: While cognitive flexibility includes adapt to changes quickly and flexibly, self-efficacy is explained as the confidence one has in one’s abilities and competencies. Inclusive education is based on the idea that each student has access to all kinds of educational opportunities. In this context, the aim of the study is to examine the self-efficacy of physical education and sports teachers towards inclusive education and to determine the role of cognitive flexibility.
Method: The population of the study consists of physical education and sports teachers working in public schools in Sakarya. A total of 157 (age = 40.83 ± 8.07) teachers, consisting of 120 males (76.4%) and 37 females (23.7%) recruited by convenience sampling, participated in the study designed with the relational screening model. "Teachers' Self-Efficacy Scale for the Education of Individuals with Special Needs," "Cognitive Flexibility Inventory," and the "Personal Information Form," developed by the researchers, were used as data collection tools. The data were analyzed in SPSS 22 using descriptive statistics, Pearson correlation, and regression analyses
Findings: It was determined that there was a positive, moderately significant relationship between teachers' cognitive flexibility levels and their self-efficacy for the education of individuals with special needs (TSEISN) (p < .05) and that cognitive flexibility had significant predictive power in explaining TSEISN (p < .05). Additionally, although no statistically significant difference was found in the participants' TSEISN and cognitive flexibility scores according to their course taking status (p > .05), their mean scores were determined to be high.
Discussion: It can be concluded that as teachers' cognitive flexibility increases, their self-efficacy towards individuals with special needs increases; in other words, the self-efficacy of teachers who can adapt to different environments and develop practical thinking skills is positively affected by these characteristics, and the self-efficacy levels of those who take courses for inclusive education are relatively high.

Keywords

Inclusive education, individuals with special needs, physical education, teacher, self-efficacy, cognitive flexibility

Beden Eğitimi ve Spor Öğretmenlerinin Kapsayıcı Eğitime Yönelik Öz Yeterlikleri ile Bilişsel Esneklikleri Arasındaki İlişkinin İncelenmesi

Abstract

Giriş: Bilişsel esneklik değişimlere hızlı ve esnek bir şekilde adapte olabilmeyi içerirken, öz yeterlik kişinin yeteneklerine ve yeterliklerine duyduğu güven olarak açıklanmaktadır. Kapsayıcı eğitim ise tüm öğrencilerin her türlü eğitim olanaklarına erişiminin sağlandığı fikrine dayanmaktadır. Bu bağlamda araştırmanın amacı, beden eğitimi ve spor öğretmenlerinin kapsayıcı eğitime yönelik öz yeterlikleri ile bilişsel esneklikleri arasındaki ilişkinin incelenmesidir
Yöntem: Araştırmanın evrenini Sakarya ili devlet okullarında görev yapmakta olan beden eğitimi ve spor öğretmenleri oluşturmaktadır. İlişkisel tarama yöntemi ile tasarlanan araştırmaya, kolayda örnekleme yoluyla seçilen 120 erkek (%76.4) ve 37 kadın (%23.7) olmak üzere toplam 157 (yaş = 40.83 ± 8.07) öğretmen katılmıştır. Veri toplama aracı olarak, “Öğretmenlerin Özel Gereksinimli Bireylerin Eğitimine Yönelik Öz Yeterlik Ölçeği”, “Bilişsel Esneklik Envanteri’’ ve araştırmacılar tarafından geliştirilen “Kişisel Bilgi Formu’’ kullanılmıştır
Bulgular: Öğretmenlerin bilişsel esneklik düzeyleri ile özel gereksinimli bireylerin eğitimine yönelik öz yeterlikleri (ÖGBEYÖ) arasında pozitif yönde orta düzeyde anlamlı bir ilişki olduğu (p < .05) ve bilişsel esnekliğin ÖGBEYÖ’yi açıklamada anlamlı yordayıcı güce sahip olduğu tespit edilmiştir (p < .05). Bunun yanı sıra, katılımcıların ÖGBEYÖ ve bilişsel esneklik puanlarında ders alma durumlarına göre istatistiksel olarak anlamlı farklılık tespit edilmese de (p > .05) ortalama puanlarının yüksek olduğu belirlenmiştir
Tartışma: Öğretmenlerde bilişsel esneklik arttıkça özel gereksinimli bireylere yönelik öz yeterliklerinin de arttığı başka bir ifade ile farklı ortamlara uyum sağlayabilen, pratik düşünme becerisi geliştiren öğretmenlerin öz yeterliklerinin bu özeliklerden olumlu yönde etkilendiği, kapsayıcı eğitime yönelik ders alanların ise öz yeterlik düzeylerinin nispeten yüksek olduğu söylenebilir

Keywords

: kapsayıcı eğitim, özel gereksinimli bireyler, beden eğitimi, öğretmen, öz yeterlik, bilişsel esneklik

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