Abstract
The aim of this study was to adapt inclusive education teacher efficacy scale in to Turkish population. The Teacher Efficacy for Inclusive Practices (TEIP) scale needed to be translated into Turkish, as no scales were available to evaluate the efficacy of pre-service teachers in inclusive settings. The aim of this study was to test the psychometric properties of the TEIP scale (Sharma et al., 2012). The scale was administered to 567 pre-service teachers (167 males and 396 females) studying in the special education, primary education and preschool education departments across four universities. The scale’s internal consistency coefficient was found to be α=0.89 while a confirmatory factor analysis revealed acceptable goodness of fit indices (c2/sd=6.82, Root Mean Squared Error of Approximation [RMSEA]=0.10, standardized root mean squared residual [SRMR]=0.05, Normed Fit Index [NFI]=0.95, Non-Normed Fit Index [NNFI]=0.95, Comparative Fit Index [CFI]=0.96), fitting a three factor model, similar to the original version of the scale. The authors concluded that TEIP may be used as a valid and reliable instrument for identifying the self-efficacy of Turkish pre-service teachers regarding inclusive practices. Key words:Teacher efficacy for Inclusive practices (TEIP), inclusive education, self-efficacy, validity, reliability.
Highlights
The rapid changes in information and technology in today’s world have multiplied the needs associated with the ability to learn
Teacher Efficacy for Inclusion Scale (TEI), developed by Hollender (2011) and Teacher Efficacy for Inclusive Practices (TEIP) scale developed by Sharma et al (2012)
The unique contribution that the present study offers to the relevant literature, in contrast to previous studies, is that it creates a specific instrument for a specific issue, that of self-efficacy regarding inclusion of pre-service teachers
Summary
The rapid changes in information and technology in today’s world have multiplied the needs associated with the ability to learn. To meet these growing needs, it is important that the education sector update itself on a regular basis to effectively adapt to these shifts in how information is communicated. Among the fundamental reasons for the importance attributed to these issues is the concept of inclusive practices, which is in conformance with the international legal regulations and humanist approaches that serve to constitute the de facto criteria, such as human rights, children's rights and the rights of individuals with special needs (UNESCO, 1948, 1959, 1994, 2003). Inclusive practices function to optimize the pre-existing self-efficacy of the students and to meet the academic and social needs of persons with special needs in general education. Teacher Efficacy for Inclusion Scale (TEI), developed by Hollender (2011) and Teacher Efficacy for Inclusive Practices (TEIP) scale developed by Sharma et al (2012)
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