The Spanish Version of the Teacher Efficacy for Inclusive Practice (TEIP) Scale: Adaptation and Psychometric Properties
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Título: | The Spanish Version of the Teacher Efficacy for Inclusive Practice (TEIP) Scale: Adaptation and Psychometric Properties |
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Autor/es: | Cardona Moltó, María Cristina | Tichá, Renáta | Abery, Brian H. |
Grupo/s de investigación o GITE: | Diversidad, Educación y Género (DEG) |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Psicología de la Salud |
Palabras clave: | Teacher efficacy for inclusion | TEIP scale | Spanish adaptation | Cross-validation studies | Preservice teacher education |
Área/s de conocimiento: | Métodos de Investigación y Diagnóstico en Educación |
Fecha de publicación: | abr-2020 |
Editor: | Eurasian Society of Educational Research |
Cita bibliográfica: | European Journal of Educational Research. 2020, 9(2): 809-823. doi:10.12973/eu-jer.9.2.809 |
Resumen: | 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. |
Patrocinador/es: | Secretary of State of Education, Vocational Training, and Universities (Spanish Government) under I+D+i research project #PRX16/00530, and by the University of Alicante, research project #2015/00003670. |
URI: | http://hdl.handle.net/10045/106287 |
ISSN: | 2165-8714 |
DOI: | 10.12973/eu-jer.9.2.809 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © 2020 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/). |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.12973/eu-jer.9.2.809 |
Aparece en las colecciones: | INV - DEG - Artículos de Revistas |
Archivos en este ítem:
Archivo | Descripción | Tamaño | Formato | |
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Cardona-Molto_etal_2020_EurJEduRes.pdf | 840,81 kB | Adobe PDF | Abrir Vista previa | |
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