کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
374141 | 622477 | 2012 | 9 صفحه PDF | دانلود رایگان |

Four-hundred-and-fifty-one in-service teachers from the Beijing municipality filled in a questionnaire containing a Teacher Efficacy for Inclusive Practices (TEIP) scale. The aim was to examine the factor structure of the TEIP scale among mainland Chinese in-service teachers, and to investigate the relationship between self-efficacy for inclusive practices, respondents' background factors and attitude towards inclusive education. The TEIP scale and its three sub-scales had good reliability. Confirmatory factor analysis gave support to a structure of three self-efficacy factors, efficacy in using inclusive instructions, efficacy in collaboration, and efficacy in managing behaviour.
► Three factors of teacher self-efficacy for inclusive practices were extracted.
► The strongest predictor of attitudes was efficacy in collaboration.
► Experience in teaching students with disabilities also predicted attitudes.
Journal: Teaching and Teacher Education - Volume 28, Issue 4, May 2012, Pages 526–534