Çobanoğlu, NecatiDemir, Selçuk2024-08-042024-08-0420232148-225Xhttps://search.trdizin.gov.tr/yayin/detay/1187885https://hdl.handle.net/11616/89119The aim of the study is to analyse the link between the approaches of preschool teachers towards inclusion, inclusion competencies as well as classroom management skills. The study is characterized by a correlational model. It was conducted with preschool teachers working in public schools selected by a simple random method in Malatya Province. 453 teachers participated in the study. Data were collected with the Attitudes towards Inclusion Scale, the Teacher Inclusion Competencies Scale and the Classroom Management Competence Scale. The collected data were evaluated with arithmetic average, Correlation Analysis and Structural Equation Modelling. At the end of the study, the approaches of preschool teachers towards inclusion, inclusion competencies and classroom management skills were found to be “Generally High”. The relationship between these variables were positive and medium. It was concluded the approaches of preschool teachers towards inclusion predicted their inclusion and classroom management competencies in a positive and significant way.eninfo:eu-repo/semantics/openAccessArticle103186818851187885