Determining the self-efficacy of music teachers regarding inclusive education

Music education can support the integration and academic success of individuals with special needs into the education system. Students in inclusive education can benefit from music lessons in a shared classroom setting with other students. Music teachers need to be competent in the field of special education to effectively implement inclusive education in their lessons and contribute to the development of these students. This study aims to evaluate the self-efficacy levels of music teachers concerning inclusive education and to elucidate the relationships between these self-efficacy beliefs and specific demographic and professional variables, namely gender, enrollment in special education courses, tenure, graduated department, and the teaching level at which they are employed. In this context, the research is causal-comparative in nature. The data for the research were collected using the "Music Teacher Self-Efficacy Scale for Inclusive Education" and a "Personal Information Form". The study's working group consisted of music teachers employed in institutions affiliated with the Ministry of National Education during the 2025-2026 academic year. A total of 394 music teachers were reached. The findings of the study indicated that music teachers exhibit low self-efficacy levels concerning inclusive education. Although self-efficacy perceptions did not show a significant difference based on variables such as gender, professional seniority, prior completion of special education courses, and the type of higher education institution attended, a statistically significant difference was observed based on the educational level at which the participants worked.