Physical education teachers’ perceptions and experiences of inclusion in Türkiye: implications for the quality of life and social participation of students with disabilities

Inclusive education aims to provide equitable access to quality education for all students. While its principles are widely accepted, implementing inclusive education in subjects such as physical education presents specific challenges and requires distinct teacher competencies. Because physical education promotes physical activity, social interaction, and well-being, inclusive practices in this area are essential for the quality of life and social participation of students with disabilities. This study examined the perceptions, experiences, and needs of physical education teachers in Türkiye regarding inclusive education. A qualitative design using directed content analysis was employed. Of the 257 PE teachers who completed the initial survey, 151 volunteered for a written interview. From these, 35 teachers with inclusive teaching experience were purposively selected. Data were collected through a demographic questionnaire and a semi-structured written interview, and analyzed using a predetermined conceptual framework. The directed content analysis identified four main themes. For Perceptions of Inclusion, 91.4% of teachers defined inclusion as participation, belonging, and equal opportunity. For Teacher Competence, 85.7% reported that self-efficacy, professional experience, and positive attitudes were key to their inclusive practices. Contextual Factors were the main barrier, with 94.3% citing inadequate infrastructure, limited equipment, and lack of institutional support. Regarding Practice and Outcomes, 71.4% said they used adaptive strategies despite these challenges, resulting in improved student motivation, self-confidence, and social integration. These outcomes are associated with better well-being and quality of life, especially for students with disabilities. The study concludes that although physical education teachers in Türkiye have a strong understanding of inclusion and use adaptive strategies to support students, their efforts are constrained by systemic barriers. Effective inclusive physical education therefore requires support that addresses infrastructural, resource, and institutional limitations, not just teacher competence. Removing these barriers is essential for inclusive physical education to improve quality of life, social inclusion, and well-being for all students, especially those with disabilities, in accordance with public health goals.