logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Eurasian Society of Educational Research
Headquarters
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Research Article

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

Maria C. Cardona-Molto , Renata Ticha , Brian H. Abery

The Teacher Efficacy for Inclusive Practice (TEIP) scale is an instrument created by Sharma et al. to assess efficacy of instruction in inclusive sett.

T

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 61.34 percent of total variance. Item total-correlations ranged from .488 to .778, and factor loadings from .590 to .790. 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.

Keywords: Teacher efficacy for inclusion, TEIP scale, Spanish adaptation, cross-validation studies, preservice teacher education.

cloud_download PDF
Cite
Article Metrics
Views
1089
Download
1268
Citations
Crossref
14

Scopus
12

References

Acedo, C. (2011). Preparing teachers for inclusive education. Prospects, 41(3), 301-303. https://doi.org/10.1007/s11125-011-9198-2

Ahsan, M. T., Sharma, U., & Deppeler, J. M. (2012). Exploring pre-service teachers’ perceived teaching-efficacy, attitudes and concerns about inclusive education in Bangladesh. International Journal of Whole Schooling8(2), 1-20.

Aiello, P., Pace, E. M., Dimitrov, D. M., & Sibilio, M. (2017). A study on the perceptions and efficacy towards inclusive practices of teacher trainees. Italian Journal of Educational Research, X(19), 13-28.

Akbari, R., Kiany, G. R., Naeeni, M. I., & Allvar, N. K. (2009). Teachers’ teaching styles, sense of efficacy and reflectivity as correlates with students’ achievement outcomes. System, 35(2), 192-207.

Alnahdi, G. H. (2019). The Arabic version of the Teacher Efficacy for Inclusive Practices (TEIP-AR) scale: A construct validity study. Cogent Education, 6(1), 1-11. https//doi.org/10.1080/2331186X.2019.1618516

Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. Longman.

Ball, A. F., & Tyson, C. A. (2011). Studying diversity in teacher education. American Educational Research Association.

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.

Bhroin, O. N., & King, F. (2020). Teacher education for inclusive education: A framework for developing collaboration for the inclusion of students with support plans. European Journal of Teacher Education, 43(1), 38-63. https://doi.org/10.1080/02619768.2019.1691993

Brown, K. S., Welsh, L. A., Hill, H. K., & Cipko, J. P. (2008). The efficacy of embedding special education instruction in teacher preparation programs in the United States. Teaching and Teacher Education 24(8), 2087-2094. https://doi.org/10.1016/j.tate.2008.02.013

Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). SAGE.

Brownell, M. T., & Pajares, F. (1999). Teacher efficacy and perceived success in mainstreaming students with learning and behavior problems. Teacher Education and Special Education, 22(3), 154-164.

Bulut, I., & Topdemir, S. (2018). The math teachers’ self-efficacy beliefs about classroom management (A case study of elementary schools in Diyarbakir). European Journal of Educational Research, 7(3), 639-652. https://doi.org/10.12973/eu-jer.7.3.639

Cardona-Molto, M. C. (2009). Teacher education students’ beliefs of inclusion and perceived competence to teach students with disabilities in Spain. The Journal of the International Association of Special Education, 10(1), 33-41.

Cheung, G. W., & Rensvold, R. B. (2002). Evaluating good-ness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255. https//doi.org/10.1207/S15328007SEM0902_5

Chiner, E., & Cardona-Molto, M. C. (2013). Inclusive education in Spain: How do skills, resources, and supports affect regular education teachers’ perceptions of inclusion? International Journal of Inclusive Education, 17(5), 526-541. https//doi.org/10.1080/13603116.2012.689864

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

de Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331-353. https//doi.org/10.1080/13603110903030089

Erdem, E., & Demirel, O. (2007). Teacher self-efficacy belief. Social Behavior and Personality: An International Journal, 35(5), 573-586. https://doi.org/10.2224/sbp.2007.35.5.573

European Agency for Special Needs and Inclusive Education (2013). Teacher education for inclusion. EASNIE. https://www.european-agency.org/agency-projects/Teacher-Education-for-Inclusion

Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813-828. https://doi.org/10.1080/01411926.2010.501096

Florian, L., & Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education, 25(4), 594-601. https://doi.org/10.1016/j.tate.2009.02.003

Forlin, C., Garcia-Cedillo, I., Romero-Contreras, S., Fletcher, T., & Rodriguez-Hernandez, H. J. (2010). Inclusion education in Mexico: Ensuring supportive attitudes by newly graduated teachers. International Journal of Inclusive Education, 14(7), 723-739. https://doi.org/10.1080/13603111003778569

Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569

Hambleton, R. K. (2005). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures. In R. K. Hambleton, P. F. Merenda, & C. Spielberger (Eds.), Adapting educational and psychological tests for cross-cultural assessment (pp. 3-38). Lawrence Erlbaum Associates.

Hecht, P., Aiello, P., Pace, E. M., & Sibilio, M. (2017). Attitudes and teacher efficacy among Italian and Austrian teachers: A comparative study. Formazione & Insegnamento, XV(1), 269-282. https://doi.org/10.7346/-fei-XV-01-17_20

Henson, R. (2002). From adolescent angst to adulthood: Substantive implications and measurement dilemmas in the development of teacher efficacy research. Educational Psychologist, 37(3), 137-150. https://doi.org/10.1207/S15326985EP3703_1

Hu, L. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118

International Test Commission (2005). ITC guidelines for translating and adapting tests. http://www.intestcom.org/files/guideline_test_adaptation.pdf

Kim, J. R. (2011). Influence of teacher preparation programmes on preservice teachers’ attitudes toward inclusion. International Journal of Inclusive Education, 15(3), 355-377. https://doi.org/10.1080/13603110903030097

Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23(1), 21-43. https://doi.org/10.1007/s10648-010-9141-8

Kuittinen, E. (2017). Inclusive education from teachers’ perspective: Exploring Chilean teachers’ attitudes and self-efficacy.SEMANTIC SCHOLAR. https://bit.ly/3xEP8kv

Lancaster, J., & Bain, A. (2010). The design of pre-service inclusive education courses and their effects on self-efficacy: A comparative study. Asia-Pacific Journal of Teacher Education, 38(2), 117-128. https://doi.org/10.1080/13598661003678950

Leyser, Y., Zeiger, T., & Romi, S. (2011). Changes in self-efficacy of prospective special and general teachers: Implications for inclusive education. International Journal of Disability, Development and Education, 58(3), 241-255. https://doi.org/10.1080/1034912X.2011.598397

Loreman, T., Sharma, U., & Forlin, C. (2013). Do pre-service teachers feel ready to teach in inclusive classrooms? A four country study of teaching self-efficacy. Australian Journal of Teacher Education, 38(1), 27-44. https//doi.org/10.14221/ajte.2013v38n1.10

Malinen, O., Savolainen, H., & Xu, J. (2013). Dimensions of teacher self-efficacy for inclusive practices among Mainland Chinese pre-service teachers. Journal of International Special Needs Education, 16(2), 82-93. https//doi.org/10.9782/2159-4341-16.2.82

Martins, B. A., & Chacon, M. C. M. (2020). Teacher Efficacy for Inclusive Practices (TEIP) scale validation. Brazilian Journal of Special Education/Revista Brasileira de Educacão Especial, 26(1), pp. 1-16. https://doi.org/10.1590/s1413-65382620000100001

Mergler, A. G., & Tangen, D. (2010). Using microteaching to enhance teacher efficacy in pre‐service teachers. Teaching Education, 21(2), 199-210. https//doi.org/10.1080/10476210902998466

Milem, J. F., Chang, M. J., & Antonio, A. L. (2005). Making diversity work on campus: A research-based perspective. Association of American Colleges and Universities. https://www.aacu.org/sites/default/files/files/mei/milem_et_al.pdf

Mintz, L. (2019). Developing teacher self-efficacy for inclusive education: A comparative study of the impact of enhanced input on inclusion at pre-service and induction phases on the self-efficacy of beginning teachers to work effectively with children with special educational needs. British Educational Research Journal, 45(2), 254-274. https//doi.org/10.1002/berj.3486

Mutlu, A. K, Andarab, M. S., & Karacan, C. G. (2019). Self-efficacy and the use of compensatory strategies: A study on EFL learners. European Journal of Educational Research, 8(1), 249-255. https//doi.org/10.12973/eu-jer.8.1.249

Narkun, Z., & Smogorzewska, J. (2019). Studying self-efficacy among teachers in Poland is important: Polish adaptation of the Teacher Efficacy for Inclusive Practice (TEIP) scale. Exceptionality Education International, 29(2), 110-126.

Park, M., Dimitrov, D. M., Das, A., & Gichuru, M. (2016). The teacher efficacy for inclusive practices (TEIP) scale: Dimensionality and factor structure. Journal of Research in Special Educational Needs, 16(1), 2-12. https//doi.org/10.1111/1471-3802.12047

Romi, S., & Leyser, Y. (2006). Exploring inclusion preservice training needs: A study of variables associated with attitudes and self-efficacy beliefs. European Journal of Special Needs Education, 21(1), 85-105. https//doi.org/10.1080/08856250500491880

Saloviita, T. (2015). Measuring pre-service teachers' attitudes towards inclusive education: Psychometric properties of the TAIS scale. Teaching and Teacher Education, 52 (November), 66-72. https//doi.org/10.1016/j.tate.2015.09.003

Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for preservice and in-service teacher education. European Journal of Special Needs Education, 27(1), 51-68. https//doi.org/10.1080/08856257.2011.613603

Schwarzer, R., Schmitz, G., & Daytner, G. (1999). The Teacher Self-Efficacy Scale. https://www.statisticssolutions.com/teacher-self-efficacy-scale/

Scruggs, T. E., & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/inclusion, 1958-1995: A research synthesis. Exceptional Children, 63(1), 59-74.

Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices: An international validation. Journal of Research in Special Educational Needs, 12(1), 12-21. https//doi.org/10.1111/j.1471-3802.2011.01200.x

Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625. https://doi.org/10.1037/0022-0663.99.3.611

Spanish Government (2006, May 4). Ley Organica 2/2006, de 3 de mayo, de Educacion [Organic Law 2/2006, of May 3, on Education]. State Official Newsletter/Boletin Oficial del Estado, 106, 1-110.

Spanish Government (2013, December 10). Ley Organica 8/2013, de 9 de diciembre, para la Mejora de la Calidad Educativa [Organic Law 8/2013, of Dec 9, to Improve the Quality of Education]. State Official Newsletter/Boletin Oficial del Estado, 295, 1-64

Spanish Ministry of Education, Culture, and Science (2007, October 30). Real Decreto 1393/2007, de 29 de octubre, por el que se establece la ordenacion de las enseñanzas universitarias oficiales [Royal Decree 1393/2007, of October 29, establishing the organization of official studies in higher education]. State Official Newsletter/Boletin Oficial del Estado, 260, 1-28.

Spanish Ministry of Education, Culture, and Science (2018). Alumnado con discapacidad y educacion inclusiva en España [Students with disabilities and inclusive education in Spain]. State Disability Observatory Press. 

Specht, J., McGhie-Richmond, D., Loreman, T., Mirenda, P., Bennett, S., Gallagher, T., Young, G., Metsala, J., Aylward, L., Katz, J., Lyons, W., Thompson, S., & Cloutier, S. (2016). Teaching in inclusive classrooms: Efficacy and beliefs of Canadian preservice teachers. International Journal of Inclusive Education, 20(1), 1-15. https://doi.org/10.1080/13603116.2015.1059501

Tanriverdi, A., & Ozokcu, O. (2018). The psychometric properties of the Turkish version of the Teacher Efficacy for Inclusive Practices (TEIP) scale. Educational Research and Reviews, 13(18), 654-663. https://doi.org/10.5897/ERR2018.3504

Tirri, K., & Laine, S. (2017). Teacher education in inclusive education. In D. J. Clandinin & J. Husu (Eds.), The SAGE handbook of research on teacher education (Vol. 2, pp. 761-776). SAGE Publications. https://doi.org/10.4135/9781526402042.n44

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1

Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202

United Nations Educational, Scientific, and Cultural Organization (1994). The Salamanca statement and framework for action for special needs education. UNESCO. http://www.unesco.org/education/pdf/SALAMA_E.pdf

United Nations Educational, Scientific, and Cultural Organization (2009). Policy guidelines on inclusion in education. UNESCO. http://unesdoc.unesco.org/images/0017/001778/177849e.pdf

United Nations (2006). Convention on the Rights of Persons with Disabilities. United Nations. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html

University of Alicante (2017). La UA en cifras 2016 [The UA in figures 2016]. UA Publications Service. https://rua.ua.es/dspace/bitstream/10045/76228/1/UA-EN-CIFRAS-2016-01.pdf

Woodcock, S. (2011). A cross sectional study of pre-service teacher efficacy throughout the training years. Australian Journal of Teacher Education, 36(10), 23-34
https://doi.org/10.14221/ajte.2011v36n10.1

Yada, A., & Savolainen, H. (2017). Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. Teaching and Teacher Education, 64(May), 222-229. https://doi.org/10.1016/j.tate.2017.02.005

Yoshitoshi, M. (2014). A survey of Japanese high school teachers’ self-efficacy about inclusive education. Bulletin of Center for Teacher Education and Development, 4, 1-5.

Zagona, A. L., Kurth, J. A., & MacFarland, S. Z. C. (2017). Teachers’ views of their preparation for inclusive education and collaboration. Teacher Education and Special Education, 40(3), 163-178. https//doi.org/10.1177/0888406417692969

Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student achievement adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. https://doi.org/10.3102/0034654315626801

...