The Czech version of the Teacher Efficacy for Inclusive Practice (TEIP) scale: validation and psychometric analysis of the instrument with primary school teachers
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F24%3A43898525" target="_blank" >RIV/44555601:13430/24:43898525 - isvavai.cz</a>
Výsledek na webu
<a href="https://www.tandfonline.com/doi/full/10.1080/13603116.2024.2371873" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/13603116.2024.2371873</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/13603116.2024.2371873" target="_blank" >10.1080/13603116.2024.2371873</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
The Czech version of the Teacher Efficacy for Inclusive Practice (TEIP) scale: validation and psychometric analysis of the instrument with primary school teachers
Popis výsledku v původním jazyce
The aim of this study was to conduct a detailed psychometric analysis of the Czech version of the internationally used Teacher Efficacy for Inclusive Practices Scale (TEIP) questionnaire. Using a sample of 1434 teachers (N-women 88%) from 140 primary schools in the Czech Republic, a confirmatory factor analysis was used to confirm the hierarchical structure of the questionnaire with three correlated dimensions representing the general higher-order factor of the TEIP. The 6-item subscales Efficacy in using inclusive instructions, Efficacy in managing behaviour and Efficacy in collaboration (omega >= 0.8) and the overall 18-item TEIP (omega >= 0.9) all showed acceptable reliability. Convergent, discriminant, concurrent, and criterion validity of the TEIP were confirmed. Full strict invariance of the measurements was achieved for the comparison groups of teachers in terms of their age. Overall, perceived self-efficacy was found to be relatively high in relation to the implementation of inclusive practices, with teachers holding special education qualifications scoring higher on the TEIP scale compared to those without such qualifications (d(Cohen) = 0.5). The TEIP was shown to work well in the Czech sociocultural environment and is a reliable tool for (international) comparison and evaluation of teacher self-efficacy regarding teaching in inclusive classrooms.
Název v anglickém jazyce
The Czech version of the Teacher Efficacy for Inclusive Practice (TEIP) scale: validation and psychometric analysis of the instrument with primary school teachers
Popis výsledku anglicky
The aim of this study was to conduct a detailed psychometric analysis of the Czech version of the internationally used Teacher Efficacy for Inclusive Practices Scale (TEIP) questionnaire. Using a sample of 1434 teachers (N-women 88%) from 140 primary schools in the Czech Republic, a confirmatory factor analysis was used to confirm the hierarchical structure of the questionnaire with three correlated dimensions representing the general higher-order factor of the TEIP. The 6-item subscales Efficacy in using inclusive instructions, Efficacy in managing behaviour and Efficacy in collaboration (omega >= 0.8) and the overall 18-item TEIP (omega >= 0.9) all showed acceptable reliability. Convergent, discriminant, concurrent, and criterion validity of the TEIP were confirmed. Full strict invariance of the measurements was achieved for the comparison groups of teachers in terms of their age. Overall, perceived self-efficacy was found to be relatively high in relation to the implementation of inclusive practices, with teachers holding special education qualifications scoring higher on the TEIP scale compared to those without such qualifications (d(Cohen) = 0.5). The TEIP was shown to work well in the Czech sociocultural environment and is a reliable tool for (international) comparison and evaluation of teacher self-efficacy regarding teaching in inclusive classrooms.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2024
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
International journal of inclusive education
ISSN
1360-3116
e-ISSN
1464-5173
Svazek periodika
neuveden
Číslo periodika v rámci svazku
neuveden
Stát vydavatele periodika
GB - Spojené království Velké Británie a Severního Irska
Počet stran výsledku
18
Strana od-do
1-18
Kód UT WoS článku
001271600900001
EID výsledku v databázi Scopus
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