Teacher Efficacy For Inclusive Practices Research Articles

The relationship between trait mindfulness and inclusive education attitudes of primary school teachers: a multiple mediating model.

This study aims to explore the impact of primary school teachers' empathy and efficacy for inclusive practice on the relationship between trait mindfulness and inclusive educational attitudes. A total of 606 primary school teachers were tested using the Five Facet Mindfulness Questionnaire, Interpersonal Response Index Scale, Teacher Self-efficacy for Inclusive Practice Scale, and Teachers' Multidimensional Attitudes toward Inclusive Education Scale. Primary school teachers' trait mindfulness is significantly positively correlated with inclusive educational attitudes. Primary school teachers' trait mindfulness has an indirect impact on inclusive education attitudes through empathy, and primary school teachers' trait mindfulness has an indirect impact on inclusive education attitudes through teacher efficacy for inclusive practice. In addition, empathy and teacher efficacy for inclusive practice play a sequential mediating role between primary school teachers' trait mindfulness and inclusive education attitudes. This empirical study reveals that empathy and efficacy for inclusive practice play a sequential mediating role between primary school teachers' trait mindfulness and inclusive education attitudes. On one hand, this research contributes to enriching the outcomes in the field of inclusive education for primary school teachers, providing a theoretical foundation for the study of their inclusive education attitudes. On the other hand, the study offers a detailed explanation of the psychological mechanisms behind the impact of mindfulness traits on the inclusive education attitude of primary school teachers, guiding schools in implementing mindfulness-based intervention programs.

A systematic review of the application of the teacher self-efficacy for inclusive practices scale

The purpose of this study is to identify the scientific publications that evaluate the application of the Teaching Effectiveness Scale for Inclusive Practices (EEDPI). A systematic review was conducted to find out how many research studies have applied the Teaching Effectiveness Scale for Inclusive Practices. The research found that the EEDPI is a translation of the Teacher Efficacy for Inclusive Practices (TEIP), which was used in studies of teacher self-efficacy for inclusive practices in 2013 in four countries-Canada, Australia, Hong Kong, and Indonesia, and reapplied in 2020 in Japan and Brazil, 2021 in Saudi Arabia and Brazil, and 2022 in Brazil. The TEIP is an instrument composed of 18 questions classified into three dimensions: inclusive teaching strategies, effectiveness in behavior management and effectiveness in collaboration. The Brazilian version of the TEIP is composed of 16 items and is adapted with respect to semantic, conceptual, cultural and linguistic equivalences.

Development and validation of a short form of the Teacher Efficacy for Inclusive Practices Scale (TEIP‐SF)

AbstractHigh self‐efficacy is a marker of successful teaching and is, therefore, a subject of great interest to research on inclusive education. One of the most frequently used instruments to assess such beliefs is the Teacher Efficacy for Inclusive Practice (TEIP) scale. Although used widely, some studies did not precisely replicate the original factor structure, and no short form of the TEIP scale currently exists, although this could enhance measurement efficiency. This study (1) systematically assessed the TEIP scale's factor structure and psychometric properties, (2) identified potentially problematic items and developed a more concise short form of the scale, and (3) evaluated its dimensionality and criterion and convergent validities using three validation samples of teachers in three different countries (486 in Switzerland, 189 in Australia and 276 in Canada). Compared to the full‐length TEIP scale, the TEIP‐SF uses half the items, demonstrates better model fit and reveals a clearer distinction of domain‐specific factors. In conclusion, the TEIP‐SF represents a concise, efficient means of assessing teachers' self‐efficacy about teaching in inclusive classrooms.

Inclusive Education Can Bring Change: The Impact of Factors Influencing Teachers' Attitudes towards Inclusive Education in Private and Public Secondary Schools of Karachi

Teachers must have a positive outlook and be dedicated to the tasks they undertake if they are to succeed in inclusive education. It is vital to ensure that all students have an inclusive future in the classroom. Teachers play an iconic role in implementing inclusive education. The successful execution of inclusive education is primarily attributable to teachers' attitudes toward inclusion policies. This study aims to investigate the impact of Teacher Efficacy for Inclusive Practices (TEIP) on Teachers' Attitudes towards Inclusive Education Scale (TAIS). This study employed two different TEIP Scale and TAIS Scale for examining their relationships. This cross-sectional comparative study also seeks to determine the impact of factors influencing teachers' views toward inclusive education. The data analysis was conducted using SPSS 25. The participants included (n=215) secondary school teachers from the private and public schools in Karachi. ANOVA, regression, and one sample t-test were used comparing the factors influencing teachers' views towards inclusion and explore the effect of TEIP on TAIS in public and private secondary schools. The findings show that the secondary school teachers of the private institutions had a significantly more favourable attitude towards inclusive education than secondary school teachers in public institutions. TEIP and TAIS were correlated using the Pearson Correlation test (TEIP). It demonstrates that teachers' attitude toward inclusive education is positively linked with Teachers’ Efficacy to Use Inclusive Instructions (EUII), Efficacy in Cooperation (EC), and Efficacy in Dealing with Disruptive Behaviors (EDDB). This study reveals that there is a significantly positive impact of EUII, EC, and EDDB on TAIS.

A person-centred examination of inclusive teachers’ beliefs about teaching students with intellectual and developmental disabilities: profiles and relations to teacher efficacy

In a person-centred approach, this study investigated profiles of inclusive teachers’ beliefs about teaching students with intellectual and developmental disabilities (IDD) and their relations to teacher efficacy for inclusive practice. Eight hundred eighty-seven inclusive teachers in China responded to the Inclusive Teachers’ Beliefs Questionnaire and Teacher Efficacy for Inclusive Practice Scale. Results revealed four belief profiles of inclusive teachers: limiting, transitional, mixed and constructive. For teachers with limiting, transitional and constructive belief profiles except for mixed belief profiles, beliefs about inclusive instruction and beliefs about students with IDD were significant predictors of teacher efficacy for inclusive practice. The findings enrich international literature on inclusive teachers’ beliefs and have practical implications for inclusive teacher education based on different belief profiles.

A scoping review on the psychometric properties of the teacher efficacy for inclusive practices (TEIP) scale

ABSTRACT Teachers’ self-efficacy for inclusion is emphasized as necessary for enabling inclusive education. One instrument developed for measuring teacher self-efficacy for inclusion is the Teacher Efficacy for Inclusion Practice-scale (TEIP) (Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12–21). The present study aimed to identify and summarize the empirical literature on structural validation and reliability of the TEIP scale. A scoping review of 15 peer-review articles was conducted. The three subscales found in the original TEIP scale were confirmed. However, there is support for two subscales. The TEIP is also reported to be a construct without multidimensional constructs of teacher-self efficacy. Although the items worked differently in different samples, the internal consistency was generally sufficient or good. Our findings indicate that the TEIP is not yet a scale fit for comparisons between populations and contexts, reflecting the multifaceted nature of the concept of both inclusion and teacher self-efficacy.

Special Education Teachers' Self-efficacy in Inclusive Schools During the COVID-19 Pandemic

During the COVID-19 pandemic, a lot of challenges in education settings especially for teachers arose due to the complexity of online learning. Notably, the issues surrounding online learning severely affected the special education teachers because of their reliance to assess and teach directly via a face-to-face method. In long term, the complexity of increased workloads and duties, preparing the lesson plan, and overseeing the lesson process might lead to teachers experiencing burnout and stress. One of the factors that might affect teachers’ burnout and job stress is self-efficacy. This study aims to explore the pandemic effect on special education teachers and how learning method changes affected their self-efficacy. This study was conducted in Surabaya, Indonesia, and involves four special education teachers from local junior high schools which have an inclusive program. The study is conducted with a qualitative method of focus group discussion (FGD). The questions for the participant were derived from the teacher efficacy for inclusive practice (TEIP) scale. The result was produced by analysing the coding and transcripts of the video and audio feed. The result revealed that based on three dimensions of teacher efficacy; efficacy in inclusive instructions, efficacy in collaboration, and efficacy in managing behaviour, the special education teachers’ self-efficacy worsened during the COVID-19 Pandemic. The implications and limitations of the research are discussed further in this manuscript.
 Keywords: Special education teacher, inclusive education, teacher self-efficacy, covid-19 pandemic

Variables affecting the attitudes of teachers’ towards inclusive education in Kosovo

Inclusive education is a priority and a challenge for education systems. The success of the inclusive practices’ implementation depends on the attitudes of teachers’ towards inclusive education. This research reflects the current state of pre-university teachers’ attitudes towards the inclusion in Kosovo, as well as it examines the relationship between teachers’ attitudes and selected background variables and self-efficacy. The research conducted a quantitative design and included 499 teachers from 40 schools in Kosovo. The instruments that were used to collect the data are Teachers’ Attitudes towards Inclusion Scale (TAIS) and Teacher Efficacy for Inclusive Practices (TEIP). Data were analyzed using descriptive statistics and inferential statistical tests. Results show positive attitudes of teachers’ towards inclusive education. Secondary level teachers have more positive attitudes towards inclusion than those from primary ones. Correlation results found a negative relationship between teachers’ and educational qualification and experience of teachers with students with special needs. The factors that predict teachers’ attitudes towards inclusion are self-efficacy for inclusive practices, professional qualification and work experience with children with special needs. The findings highlight the need to develop teaching skills and provide systematic support for teachers, while placing them as a priority in education agendas to ensure the success of inclusion.

The self-efficacy of private school teachers toward the implementation of inclusive education in Ghana: A mixed-methods study

BackgroundAlthough efforts toward practicing inclusive education have stalled in countries such as Ghana, the available data have mainly centred on enacting inclusive education in public schools. With private schools being notable alternative service providers to public schools, understanding private school teachers’ perceived self-efficacy toward teaching students with disabilities in the classroom is essential.MethodTo develop insights into inclusive practices, a two-phase mixed-methods design was adopted for this study. In the first phase, 82 teachers from six private schools responded to the self-reported Teacher Efficacy for Inclusive Practice (TEIP) scale. In the second phase, there were 10 participants, including principals (n= 3), heads of department (n= 4) and teachers (n= 3). While the quantitative data were subjected to confirmatory factor analysis,t-tests, analysis of variance and linear regression, the qualitative data were analysed thematically using the components of the TEIP scale asa priorithemes.ResultThe study confirmed the structural validity of the TEIP scale in measuring teachers’ self-efficacy and the correlations and covariances between efficacy in managing behaviour and performing instruction and collaboration. There was divergence between the quantitative and qualitative data and background variables, such as educational qualifications, pre-service training in inclusive education and participation in professional development, which provided additional insights into the teachers’ self-efficacy.ConclusionThe findings show that some private school teachers teach students with disabilities despite having no confidence in their capabilities. The study findings underscore the need to create more training opportunities for private school teachers to enhance their confidence in practicing inclusive education in schools.

Subjects Adaptation Techniques for Primary School Pupils with Special Educational Needs

The research on the adaptation of children with disabilities in general education institutions is topical, as the education of children with special educational needs provides helps them to acquire a profession and become self-sufficient. The aim of this work was to develop subjects adaptation techniques for primary school pupils with special educational needs. The teachers’ attitudes to inclusive education were determined through the Attitudes Towards Inclusion Scale (AIS Scale). The Teacher Efficacy for Inclusive Practices (TEIP) Scale was used to establish the teachers’ effectiveness in implementing inclusive practices. The Concerns about Inclusive Education Scale (CIES) was used to study concerns about inclusive education, while the intention to teach in an inclusive classroom was identified through the Intention to Teach in Inclusive Classroom Scale (ITICS). The impact of general education alongside ordinary children on children with special educational needs was determined through Stott’s Observation Charts. The techniques proposed in this study involve the use of different methods, tools, technologies by teachers that are required for the adaptation and correction of subjects. It is necessary to take into account the individual capabilities of pupils with special educational needs, as well as to meet the educational needs of ordinary pupils. It is worth to further work on finding new methods and techniques for adapting curricula to the inclusive educational environment based on new advances in pedagogy and innovative technologies.

Self-assessment of teacher efficacy in Serbia: Serbian adaptation of the Teacher Efficacy for Inclusive Practice (TEIP) scale

ABSTRACT Teachers are often mentioned among the key factors in the quality of the teaching process. This research aims to adapt to Serbian the Teacher Efficacy for Inclusive Practice (TEIP) Scale, and identify factors that correlate with high levels of perceived efficacy. A total of 288 teachers participated in the research. We conducted a factor analysis and reliability analysis and obtained satisfactory results similar to those of the authors of the scale. We were able to reproduce the three-factor structure that was shown by the authors when the three items were excluded. Correlation analysis results showed that training that contributes to competencies related to the education of children with disabilities and experience in the implementation of inclusive practice is connected with teachers’ self-efficacy. Teachers believe in their professional abilities, knowledge, and skills to work with students with disabilities, but it is necessary to support them in cooperation with experts and parents, as well as to upgrade their skills in behaviour management.

The Teacher Efficacy for Inclusive Practices (TEIP) Scale: Further evidence for construct validity in Greek-speaking teachers

The Teacher Efficacy for Inclusive Practices (TEIP) Scale: Further evidence for construct validity in Greek-speaking teachers

The Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education in Greek Secondary Education

Teachers’ self-efficacy is important as it affects their views on their ability to teach. In special education, self-efficacy is particularly critical because it helps teachers understand and assist students with special educational needs (SEND). The main objective of the current study was to examine special and general education teachers’ self-efficacy for inclusive practices at Greek secondary education schools and how teachers’ age, gender, teaching experience, and training affect their self-efficacy for inclusive practices. The current research is primary, quantitative, correlational, between and within groups, and has a non-experimental design. A sample was conducted by 265 general and special education teachers. The Teacher Efficacy for Inclusive Practices (TEIP) scale was used to measure teachers’ perceived self-efficacy to implement inclusive classroom practices. Results indicated that teachers of special education presented higher efficacy in using inclusive instructions, collaborating, and dealing with disruptive behaviors. The training was considered a significant factor that affected attitudes of self-efficacy towards inclusive practices. Demographic characteristics, such as age and gender, do not seem to be significant factors in the formation of self-efficacy towards inclusive practices, while the effect of teaching experience in special education was statistically significant on all components of the self-efficacy scale.

Predictors of perceptions of efficacy for inclusive education

The aim of the study is to determine the effects of sentiments, attitudes and concerns towards inclusive education on the perception of efficacy in inclusive education with a group of 220 teachers. “Personal Information Form”, “Sentiments, Attitudes and Concerns About Inclusive Education Scale Revised (SACIE-R)” and “Teacher Efficacy for Inclusive Practice (TEIP) Scale” were used as data collection tools. Descriptive statistics, Pearson correlation and Regression technique were used in statistical analysis. Results pointed that sentiment and attitude have a significant effect on teachers' competencies in inclusive education practices. As a result, it can be said that teachers' feelings and attitudes towards inclusive education affect their self-efficacy.

The influence of a course in inclusive education on changing pre-service teachers’ readiness to work with students with SEN

Understanding teachers’ perspective towards inclusive education is seen as a decisive factor in making schools more inclusive. Given the increasing need to prepare pre-service teachers to face inclusion in the classroom as soon as they enter the teaching career, we consider appropriate to assess to which extend can a training course have an impact on the level of pre-service teachers to teach in inclusive classrooms. In this respect, final year students from Education Science degree that finalized a study course on the topic of inclusive education were invited to participate into this research by filling in a questionnaire based on the teacher efficacy for inclusive practices (TEIP) scale. Results show that even after taking a relatively short training course, it can bring about some statistically significant changes in pre-service teachers’ knowledge, attitudes and confidence level towards inclusion. Pre-service teachers that have participated to this study are generally in favor of going through training courses to acquire a special set of skills to thereby be able to work in an inclusive learning environment.

Measuring teacher efficacy to build capacity for implementing inclusive practices in an Australian primary school

ABSTRACT Teachers play a critical role in the implementation of inclusive education in their schools. In this paper, we report on a study that investigated teacher perceptions of their capabilities to implement effective inclusive practices in their classrooms at an urban, primary (elementary) school in south-east Queensland, Australia. Participating teachers (n = 48) responded to an online survey that contained two open-ended questions that focused on understandings and beliefs about inclusive practices, together with the Teacher Efficacy for Inclusive Practices (TEIP) scale Sharma, Loreman, and Forlin [2012. “Measuring Teacher Efficacy to Implement Inclusive Practices.” Journal of Research in Special Educational Needs 12 (1): 12–21]. Responses to the open-ended questions revealed that teachers were positively disposed towards the enactment of inclusive practices in their school. Teachers also reported high levels of efficacy across items on the TEIP scale, indicating that they were mainly confident in implementing inclusive practices in their classrooms. They showed highest levels of uncertainty for items related to involving parents in school activities and informing others about inclusion legislation and policies. Implications for targeted teacher professional learning at school and systemic levels are outlined.

Rasch Analysis of the Japanese Version of Teacher Efficacy for Inclusive Practices Scale: Scale Unidimensionality.

This study aimed to examine the construct validity of the Japanese version of the Teacher Efficacy for Inclusive Practices (TEIP) scale. The sample consisted of 250 teachers in Japan. Rasch analysis was used to examine the psychometric properties of the scale. Results did not support the 18-item Japanese version of the TEIP scale as a unidimensional scale for measuring TEIP. However, they do support the final 14-item Japanese version of the TEIP scale as a unidimensional scale for measuring TEIP. Four items were removed from the original 18-item scale (items 12, 8, 5, and 3) for violation of the local independency assumption. No item with differential item functioning (DIF) was detected. Only one item (item 18) was rescored to solve a threshold disorder. Further studies with different samples are warranted to confirm the study findings.

Studying Self-Efficacy Among Teachers in Poland Is Important: Polish Adaptation of the Teacher Efficacy for Inclusive Practice (TEIP) Scale

The main aim of the study was to adapt into Polish the Teacher Efficacy for Inclusive Practice (TEIP) Scale, originally prepared by Sharma, Loreman, and Forlin (2011). A total of 291 Polish teachers participated in the study. We conducted a factor analysis and reliability analysis and obtained satisfactory results similar to those of the authors of the scale. We also conducted a correlation analysis of self-efficacy and attitudes toward inclusive education. The correlation between the entire scale and the attitudes was non-significant. However, there was a significant relationship between efficacy in collaboration and attitudes toward inclusion, which is in line with other research. Although our results are similar to previously published results, more research on this topic is needed.

Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis

ABSTRACTOver the past decades, an abundance of studies have assessed teacher attitudes and self-efficacy beliefs related to inclusive education. However, empirical evidence on the causal relationship between efficacy and attitudes is still rare and inconclusive. Therefore, the present study focused on identifying the interdependent relationship between teachers’ attitudes and their self-efficacy beliefs using a cross-lagged panel design path analysis. A total of 1326 teachers from Finish schools participated in an electronic survey. Teachers’ self-efficacy beliefs were assessed five times and attitudes (attitudes and concerns subscale) three times over three years. The outcomes indicated that both constructs are relatively stable over the measured period. Moreover self-efficacy had a positive effect over time on both types of attitudes but not vice versa. This cross-lagged relationship was stronger between efficacy and concerns. These results were similar between male and female respondents and between novice and expert teachers. This implies that increasing teacher efficacy for inclusive practices is likely to change their attitudes toward positive direction. Implications for developing inclusive education and teacher education are discussed.

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

<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>