Abstract
<p style="text-align:justify">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.</p>
Highlights
The movement towards inclusion is having an important impact on education systems worldwide (UNESCO [United Nations Educational, Scientific, and Cultural Organization], 1994, 2009)
The purpose of the present study was to test the psychometric properties of the Spanish adaptation of the Teacher Efficacy for Inclusive Practice (TEIP) scale (Sharma et al, 2012) with undergraduate student teachers, and to ascertain: (1) the TEIP three-factor structure identified in previous research, reliability, and convergent validity of the TEIP-ES; and (2) the level of self-efficacy of student teachers when they graduate
814 CARDONA-MOLTO, TICHA & ABERY / Spanish version of the TEIP scale the items that make up the Spanish version of the TEIP
Summary
The movement towards inclusion is having an important impact on education systems worldwide (UNESCO [United Nations Educational, Scientific, and Cultural Organization], 1994, 2009). The right to an inclusive education has been encouraged internationally by the United Nations (2006), with many governments in the last decades introducing legislation to promote more inclusive educational systems. Teachers’ lack of knowledge, skills, support and resources impact the implementation of inclusive practices and can have a negative effect on attitudes (Chiner & Cardona-Molto, 2013; Forlin et al, 2010; Hecht et al, 2017). Preservice teacher preparation is the best time to address concerns, attitudes, and perceptions about diversity and inclusion, and develop diversity competencies needed for teachers to succeed in today’s diverse inclusive classrooms (Ball & Tyson, 2011)
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