Bridging policy and practice: addressing micro-exclusion in early childhood education through teacher self-efficacy and professional development in Türkiye

This study investigates early childhood education teachers’ self-efficacy and professional learning and development (PLD) needs in the context of inclusive education in Türkiye, with a particular focus on micro-exclusion. Using an explanatory sequential mixed-methods design, quantitative data were collected from 276 public pre-school teachers via the validated Teacher Efficacy for the Inclusion of Young Children with Disabilities Scale (α = .97, ω = .97), followed by qualitative interviews with 15 teachers selected based on self-efficacy levels. Quantitative results indicate that while teachers express confidence in their theoretical knowledge of special educational needs, their self-efficacy in practice, particularly instructional adaptation and inclusive teaching – is moderate. Total efficacy scores are moderate (M = 3.40, SD = 0.85). Significant differences emerged based on education level and professional seniority (p < .05, η² = .02 – 06), with a notable ‘mid-career dip’ in self-efficacy. Although various PLD experiences were linked to small-to-moderate gains in self-efficacy, the overall impact of current PLD offerings remains limited. Qualitative findings underscore the demand for practical, sustained, and context-sensitive PLD, emphasising expert-led and collaborative formats to enhance teachers’ inclusive education competencies.