Measuring Teachers’ Self-Efficacy in Implementing Inclusive Practices: Adaptation of the TEIP Scale and Group Comparisons

Abstract

The aim of the study is to present the results of the adaptation of the TEIP (Teacher Efficacy for Inclusive Practices) research instrument (Sharma et al., 2012) and the analysis of factors potentially influencing teachers’ perceived efficacy in implementing inclusive practices. The research sample included 506 teachers. Through confirmatory factor analysis, it was demonstrated that the modified three-factor model of the TEIP scale best fits the data provided by primary and secondary school teachers in Slovakia. In terms of teacher subsamples, the model showed a better fit with data from primary school teachers compared to secondary school teachers. This may indicate that the nature of inclusive practices in secondary schools is somewhat different, which is subsequently reflected in a less accurate model fit, as evidenced by both the incremental and absolute fit index values. We identified statistically significant differences in teachers’ perceived efficacy in inclusive teaching and in managing student behaviour, based on their achieved career level and leadership roles. Furthermore, significant differences were found in teachers’ perceived efficacy in collaborating with other educational stakeholders, according to gender, the number of specialised activities undertaken, leadership roles, and participation in training aimed at developing competencies for implementing inclusive education. The research indicates that teachers’ self-efficacy in inclusive teaching and managing student behaviour is influenced by their experience and skills, while in collaboration with other school stakeholders it is affected by gender-related specifics, involvement in school life through other pedagogical or professional roles, and the development of inclusive educator competencies. Holding leadership positions significantly contributes to all three components of teacher self-efficacy.