The teacher efficacy for inclusive practices (TEIP) scale: dimensionality and factor structure
The teacher efficacy for inclusive practices (TEIP) scale: dimensionality and factor structure
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DOI：
10.1111/1471-3802.12047
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发表时间：
2016-01-01
影响因子：
1.5
通讯作者：
Gichuru, Margaret
中科院分区：
文献类型：
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作者：
Park, Mi-Hwa;Dimitrov, Dimiter M.;Gichuru, Margaret
教师包容性实践效能（TEIP）量表旨在测量教师在包容性课堂教学的自我效能。最初的研究确定了三个尺度因子：使用包容性指导的功效（EII）、协作的功效（EC）和管理行为的功效（EMB）（Sharma等人，2012年）。本研究的目的是探讨TEIP量表的维度和交叉验证其因素结构的职前教师在幼儿教育的背景下。一个双因素模型拟合的数据显示，TEIP规模基本上是一维的，也就是说，有一个占主导地位的潜在因素和原来发现的三个规模因素（EII，EC和EMB）代表教师自我效能感的一般因素的具体方面，在包容性的课堂教学。沿着的验证证据，这些发现有重要的意义，TEIP量表使用经典的测试分析或一维项目反应理论模型的评分。
The Teacher Efficacy for Inclusive Practices (TEIP) scale is designed to measure teacher-self efficacy to teach in inclusive classrooms. The original study identified three scale factors: efficacy in using inclusive instruction (EII), efficacy in collaboration (EC), and efficacy in managing behavior (EMB) (Sharma et al., 2012). The purpose of our study was to examine the TEIP scale for dimensionality and to cross-validate its factor structure for pre-service teachers in the context of early childhood education. A bifactor model fit to the data revealed that the TEIP scale is essentially unidimensional, that is, there is one dominant latent factor and the originally found three scale factors (EII, EC, and EMB) represent specific aspects of the general factor of teacher self-efficacy to teach in inclusive classrooms. Along with providing validation evidence, these findings have important implications for the scoring on the TEIP scale using classical test analysis or unidimensional item response theory models.