Self-efficacy of teachers in special education schools for teaching through play

This study aims to ascertain the degree to which special education teachers believe they can effectively teaching through play. A descriptive survey model was used in the research. Our study sample consisted of 241 teachers working in special education in a state institution under the Konya Provincial Directorate of National Education. The data collection tool of the research is the 18-item "Self-Efficacy Scale for Teachers Working in Special Education in the Process of Teaching Through Play" developed by the researchers. As a result of the research, it was concluded that the teachers participating in the study had very high self-efficacy perceptions in terms of planning instruction according to program stages and developmental characteristics, as well as in the application process and evaluation related to developmentalcharacteristics. However, their perceptions of self-efficacy regarding the application method were high. Regarding gender, it was shown that female teachers have stronger self-efficacy, and preschool instructors have higher average scores than class teachers and special education teachers based on the undergraduate graduation variable. In addition, it was determined in the research that the self-efficacy perceptions of teachers in terms of the process of teaching through play are similar according to the professional seniority and the disability type of students they work with.