Examining the Relationship Between Teachers Professional Commitment, Inclusive Competence and the Social Acceptance of Students with Special Needs

The present study examined the relationship between teachers' professional commitment, inclusive competence, and the social acceptance of students with special needs. The correlational survey model was used as a research model. According to the study results, while there were no significant differences in teachers' professional commitment according to gender and colleague support, significant differences were found in favour of those with more years of service and those who received support from administrators. While significant differences were found in favour of female teachers and those who received support from administrators in terms of inclusive practice efficacy, no significant differences were found in terms of support inclusion students, significant differences were found in favour of female teachers and those who received support from colleagues in the gender variable, while no significant differences were found in the variables of year of service and level of support from administrators. In addition, positive relationships were found between professional commitment, inclusive practice efficacy and inclusion student acceptance.