Teacher Efficacy for Inclusive Practices (TEIP) Scale Validation

MARTINS, Bárbara Amaral; CHACON, Miguel Claudio Moriel

doi:10.1590/s1413-65382620000100001

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Research Report • Rev. bras. educ. espec. 26 (1) • Jan-Mar 2020 • https://doi.org/10.1590/s1413-65382620000100001 copy

Teacher Efficacy for Inclusive Practices (TEIP) Scale Validation

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT:

The purpose of this research was to analyze the psychometric properties of the Brazilian version of Teacher Efficacy for Inclusive Practices (TEIP) Scale. The version translated and adapted to Brazilian culture is called Escala de Eficácia Docente para Práticas Inclusivas (EEDPI) and was applied to a sample of 308 teachers of Early Childhood Education and Elementary Education I and II, in the state of Mato Grosso do Sul. The Factorial Exploratory Analysis showed that its psychometric properties are adequate, as well as the existence of two factors, named “Classroom management” and “Planning and collaboration”. The same sample also responded to the Teacher self-efficacy Scale: short version, considered “gold standard”, in order to evaluate the efficacy of the EEDPI in measuring what it proposes, based on the relation with an external criterion. Spearman’s Correlation Analysis revealed the existence of a positive correlation between the subscales of the instruments, ranging from moderate to strong. The EEDPI still presents good internal consistency (Cronbach’s alpha coefficients 0.89, 0.88 and 0.92) and it is an instrument that can aid in the evaluation and monitoring of teacher self-efficacy in view of the inclusion and proposition of the appropriate interventions.

KEYWORDS:
Special Education; Inclusive education; Efficacy; Measuring instruments

Initial Education	n	%
Pedagogy	135	43.83
Undergraduate Teaching Degree	115	37.34
Teaching and Pedagogy	37	12.01
High School Teaching Degree and Undergraduate Teaching Degree	13	4.22
Pedagogy and Undergraduate Teaching Degree	4	1.30
High School Teaching Degree	4	1.30
Total	308	100.00

Number	Item	Factor 1	Factor 2	h²
1	I can make clear to the students what my expectations are about their behavior.	0.56		0.36
2	I am able to calm down a disruptive/noisy student.	0.74		0.61
3	I can make parents feel comfortable to come to school.		0.47	0.35
4	I can help families to help their children do well in school (in terms of learning, interaction, and behavior).		0,49	0.37
5	I can accurately assess the student's understanding of what I taught.	0.68		0.60
6	I can propose appropriate challenges to very capable students.	0.67		0.51
7	I have confidence in my ability to avoid disruptive behavior in the classroom.	0.82		0.72
8	I can control disruptive behaviors in the classroom.	0.82		0.70
9	I have confidence in my ability to involve parents in the school activities of their children with disabilities.		0.77	0.66
10	I have confidence in planning educational activities so that the individual needs of students with disabilities are adequately addressed.		0.74	0,63
11	I can make children follow the rules of the classroom.	0.75		0.63
12	I can work collaboratively with other professionals (e.g. itinerant teachers; specialists; ESA teacher; Brazilian Sign Language interpreter, etc.) in developing educational plans for students with disabilities.		0.78	0.65
13	I can work together with other professionals and staff (e.g. assistants, other teachers) to teach students with disabilities in the classroom.		0,80	0,68
14	I have confidence in my ability to get students to work together in pairs or in small groups.	0.58		0.56
15	I am able to use a variety of evaluation strategies (e.g. portfolio evaluation, tailored testing, performance-based assessment, etc.).		0.63	0.58
16	I am confident in providing information about laws and policies regarding the inclusion of students with disabilities to people who know little about this subject.		0.69	0.51
	Number of Items	8	8
	eigenvalue	7.53	1.58
	% of variance	47.07	9.88
	Cronbach's Alpha	0.89	0.88	0.92

Dimensions	Variation (min - max)	Median	Dispersion (Q1-Q3)^* * Interquartile Range.
Student engagement	1.50 - 6	5.00	5.75 - 4.50
Class management	2.06 - 6	4.94	5.55 - 4.31
Instructional Strategies	2.50 - 6	4.75	5.50 - 4.25
Full scale	2.67 - 6	4.92	5.42 - 4.33

Dimensions	Variation (min - max)	Median	Dispersion (Q1-Q3)^* * Interquartile Range.
Class management	2.63 - 6	5.00	5.50 - 4.63
Planning and collaboration	1.75 - 6	4.88	5,25 - 4.38
Full scale	2.56 - 6	4.94	5.37 - 4.50

Variable	[E1] Student engagement	[E1] Class management	[E1] Instructional strategies	[E2] Classroom management skills	[E2] Planning and collaboration
[E1] Student engagement	1
[E1] Class management	+0.71^* * p < 0,001	1
[E1] Class management
[E1] Instructional strategies	+0.67^* * p < 0,001	+0.57^* * p < 0,001	1
[E1] Instructional strategies
[E2] Classroom management skills	+0.58^* * p < 0,001	+0.52^* * p < 0,001	+0.49^* * p < 0,001	1
[E2] Classroom management skills
[E2] Planning and collaboration	+0.60^* * p < 0,001	+0.41^* * p < 0,001	+0.49^* * p < 0,001	+0.70^* * p < 0,001	1

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