Abstract
This study aimed to examine the psychometric characteristics of the Arabic version of the Teacher Efficacy for Inclusive Practices (TEIP) scale. Data were collected from 432 participants in Saudi Arabia—185 in-service and 247 pre-service teachers. A statistical analysis was conducted using the following methods: Confirmatory Factor Analysis (CFA), Exploratory Factor Analysis (EFA), misfit analysis via Rasch modelling, and reliability Cronbach’s alpha coefficients. Good internal consistency coefficients were obtained for the TEIP scale and each of its three subscales (> .8). Acceptable fit indices were obtained from the confirmatory factor analysis (CFA) for a scale with 18 items in three subscales: inclusive instructions, collaboration, and managing behaviour. In conclusion, the Arabic version of the TEIP scale is valid with Arabic samples, and preserves the psychometric properties and the structure of the original scale in order to measure teachers’ self-efficacy working in inclusive classrooms. Recommendations for rephrasing some items are also discussed.
Highlights
The international trend is to include all students in the regular classroom and provide the necessary support for those who need additional services (UNESCO, 2009).This necessitates ensuring that teachers are ready to work with students of different capacities and needs
This study aimed to examine the psychometric characteristics of the Arabic version of the Teacher Efficacy for Inclusive Practices (TEIP) scale using a sample from Saudi Arabia
Rasch analysis was utilised to specify misfitting items and persons, in order to examine whether the models would better fit the data without them
Summary
The international trend is to include all students in the regular classroom and provide the necessary support for those who need additional services (UNESCO, 2009).This necessitates ensuring that teachers are ready to work with students of different capacities and needs. Ghaleb H Alnahdi is an associate professor in special education at Prince Sattam University. He earned his Ph.D. in Special Education from Ohio University. He holds a master’s degree in research and evaluation from Ohio University (2012) and another, in special education, from King Saud University (2007). His research focuses on intellectual disability, inclusive education, cross-cultural validation of scales, and teacher preparation. He is involved in several research projects with different research groups at the national and international levels
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