Exploring the Psychometric Properties of the Teacher Efficacy for Inclusive Practice Scale: Spanish and English Versions

• In Event: Bilingual Aspects in Special Education

Abstract

The aim of this study was to analyze the psychometric properties of the Spanish and English versions of the Teacher Efficacy for Inclusive Practice (TEIP) scale, which assesses teacher self-efficacy to teach in inclusive settings. Validity, reliability and factor structure were explored in two samples of preservice teachers (503 from Spain and 104 from the US) who completed, respectively, the Spanish or the English version of the TEIP. The TEIP demonstrated high internal consistency in both versions. A factorial analysis of principal components produced a general latent factor with three dimensions that were found to be invariant through TEIP version and program major resulting in a reliable and valid measure for potential use with teachers in the US and Spain.

Authors

• Cristina Miralles, University of Wisconsin - Madison

• Cristina M. Cardona, University of Alicante

• Esther Chiner-Sanz, University of Alicante

• Renáta Tichá, University of Minnesota

• Brian Abery, University of Minnesota - Twin Cities