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Understanding teachers’ concerns regarding inclusive education and the factors influencing these concerns in the process of including students with special educational needs in mainstream classrooms has been gaining increasing importance in Türkiye and in many parts of the world. Accordingly, this study aimed to investigate the relationships between preservice teachers’ concerns about inclusive education (PTC-IE), teacher efficacy for inclusive practices, and resilience. Three different data collection instruments were employed: the Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale; the Teacher Efficacy for Inclusive Practices Scale; and the Teachers’ Professional Resiliency Scale. The study sample comprised 341 preservice teachers who had taken courses related to inclusive education (74.5% female and 25.5% male). The structural equation model was analysed using the robust maximum likelihood estimation method (MLM: maximum likelihood with the Satorra – Bentler scaled chi-square). The analyses revealed that preservice teachers’ teacher efficacy for inclusive practices was statistically significantly related to both their resilience and concerns about inclusive education (C-IE). However, no statistically significant relationship was found between preservice teachers’ resilience and their C-IE.
Şenol Şen (Fri,) studied this question.