Author(s): Martins, Bárbara Amaral [UNESP] ; Chacon, Miguel Claudio Moriel [UNESP]
Date: 2020
Persistent ID: http://hdl.handle.net/11449/200101
Origin: Oasisbr
Subject(s): Efficacy; Inclusive education; Measuring instruments; Special Education; Efficacy; Efficacy; Inclusive education; Inclusive education; Measuring instruments; Measuring instruments; Special Education; Special Education
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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.
Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP), Marília Campus
Federal University of Mato Grosso do Sul, Pantanal Campus
Department of Special Education UNESP, Marília Campus
Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP), Marília Campus
Department of Special Education UNESP, Marília Campus
