The Teacher Efficacy for Inclusive Practices (TEIP) Scale: Further evidence for construct validity in Greek-speaking teachers.
Saved in:
| Title: | The Teacher Efficacy for Inclusive Practices (TEIP) Scale: Further evidence for construct validity in Greek-speaking teachers. |
|---|---|
| Authors: | Vogiatzi, Christina-Aimilia1, Charitaki, Garyfalia2 charitaki.garyfalia@ac.eap.gr, Kourkoutas, Elias3, Forlin, Chris4 |
| Source: | Prospects (00331538). Dec2022, Vol. 52 Issue 3/4, p387-403. 17p. |
| Subject Terms: | *Teacher effectiveness, *Self-efficacy in teachers, *Effective teaching, *Pedagogical content knowledge, *Special education schools |
| Abstract: | The literature contains cases of validation of the TEIP scale in many countries but none in Greece. Consequently, there is a clear need to ensure that teacher self-efficacy in Greece is explored with a reliable and valid measure. This article provides a detailed review of the psychometric properties of the TEIP and its use with teachers in the Greek context. To support teachers to promote and adapt inclusive practices in Greek classrooms. Its main objective was the evaluation of the psychometric properties of the Greek version of the TEIP scale and its use in identifying teachers' perceived efficacy to implement inclusive practices. The study comprised 465 teachers, who were employed either in mainstream or special education schools. exploratory factor analysis (EFA) supported a 3-factor model, explaining 55,768% of total variance. Confirmatory factor analysis (CFA) confirmed the proposed 3-factor model and generated satisfactory goodness-of-fit indices. No ceiling or floor effects were observed. All nested models were evaluated across the participants' gender and demonstrated a good fit for both males and females. In conclusion, the Greek TEIP demonstrated sufficient evidence of validity and reliability for assessing teachers' attitudes toward their efficacy for implementing inclusive practices. Results indicated poor perceived efficacy to implement inclusive practices, in terms of using inclusive instruction, collaborating effectively, and managing behavioral problems. [ABSTRACT FROM AUTHOR] |
| Copyright of Prospects (00331538) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 161120137 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: The Teacher Efficacy for Inclusive Practices (TEIP) Scale: Further evidence for construct validity in Greek-speaking teachers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Vogiatzi%2C+Christina-Aimilia%22">Vogiatzi, Christina-Aimilia</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Charitaki%2C+Garyfalia%22">Charitaki, Garyfalia</searchLink><relatesTo>2</relatesTo><i> charitaki.garyfalia@ac.eap.gr</i><br /><searchLink fieldCode="AR" term="%22Kourkoutas%2C+Elias%22">Kourkoutas, Elias</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Forlin%2C+Chris%22">Forlin, Chris</searchLink><relatesTo>4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Prospects+%2800331538%29%22">Prospects (00331538)</searchLink>. Dec2022, Vol. 52 Issue 3/4, p387-403. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+effectiveness%22">Teacher effectiveness</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+teachers%22">Self-efficacy in teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education+schools%22">Special education schools</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The literature contains cases of validation of the TEIP scale in many countries but none in Greece. Consequently, there is a clear need to ensure that teacher self-efficacy in Greece is explored with a reliable and valid measure. This article provides a detailed review of the psychometric properties of the TEIP and its use with teachers in the Greek context. To support teachers to promote and adapt inclusive practices in Greek classrooms. Its main objective was the evaluation of the psychometric properties of the Greek version of the TEIP scale and its use in identifying teachers' perceived efficacy to implement inclusive practices. The study comprised 465 teachers, who were employed either in mainstream or special education schools. exploratory factor analysis (EFA) supported a 3-factor model, explaining 55,768% of total variance. Confirmatory factor analysis (CFA) confirmed the proposed 3-factor model and generated satisfactory goodness-of-fit indices. No ceiling or floor effects were observed. All nested models were evaluated across the participants' gender and demonstrated a good fit for both males and females. In conclusion, the Greek TEIP demonstrated sufficient evidence of validity and reliability for assessing teachers' attitudes toward their efficacy for implementing inclusive practices. Results indicated poor perceived efficacy to implement inclusive practices, in terms of using inclusive instruction, collaborating effectively, and managing behavioral problems. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Prospects (00331538) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=161120137 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11125-022-09605-w Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 387 Subjects: – SubjectFull: Teacher effectiveness Type: general – SubjectFull: Self-efficacy in teachers Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Pedagogical content knowledge Type: general – SubjectFull: Special education schools Type: general Titles: – TitleFull: The Teacher Efficacy for Inclusive Practices (TEIP) Scale: Further evidence for construct validity in Greek-speaking teachers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Vogiatzi, Christina-Aimilia – PersonEntity: Name: NameFull: Charitaki, Garyfalia – PersonEntity: Name: NameFull: Kourkoutas, Elias – PersonEntity: Name: NameFull: Forlin, Chris IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 00331538 Numbering: – Type: volume Value: 52 – Type: issue Value: 3/4 Titles: – TitleFull: Prospects (00331538) Type: main |
| ResultId | 1 |
