The Spanish Version of the Teacher Efficacy for Inclusive Practice (TEIP) Scale: Adaptation and Psychometric Properties

Autor/inn/en	Cardona-Molto, Maria C.; Ticha, Renata; Abery, Brian H.
Titel	The Spanish Version of the Teacher Efficacy for Inclusive Practice (TEIP) Scale: Adaptation and Psychometric Properties
Quelle	In: European Journal of Educational Research, 9 (2020) 2, S.809-823 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Foreign Countries; Likert Scales; Teacher Effectiveness; Inclusion; Psychometrics; Factor Structure; Preservice Teachers; Self Efficacy; Test Validity; Test Reliability; Special Education; Elementary Education; Early Childhood Education; Spain + Suchen Sie Ihr Suchwort? Ausland; Likert-Skala; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Inklusion; Psychometry; Psychometrie; Faktorenstruktur; Self-efficacy; Selbstwirksamkeit; Testvalidität; Testreliabilität; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementarunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Spanien
Abstract	The Teacher Efficacy for Inclusive Practice (TEIP) scale is an instrument created by Sharma et al. to assess efficacy of instruction in inclusive settings. Despite its increase in use, the TEIP has not been validated with a Spanish teacher population. The aim of this study was to: (1) analyze the psychometric properties and factor structure of the TEIP scale in a sample of Spanish preservice teachers (N = 475; 80% female, 20% male), and (2) examine the level of self-efficacy for inclusive practices that teachers experience when they graduate from their training programs. Exploratory and confirmatory factor analyses indicate that a Spanish version (TEIP-ES) consisting of 15 items with a three-factor construct explains 64.65 percent of total variance. Item total-correlations ranged from 0.574 to 0.715, and factor loadings from 0.521 to 0.774. Convergent validity with measures of quality of teacher education (TE) programs and self-report of preparedness to teach in inclusive settings was good. In contrast, self-efficacy for inclusive practices was rated moderately low. Overall, these findings support the construct and convergent validity of the TEIP-ES and suggest that it is a useful instrument to measure self-efficacy for inclusion in Spanish preservice teacher populations. This manuscript reports the findings, discusses the implications for the improvement of TE programs, and suggests possible avenues for future related research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01