Self-Assessment of Teacher Efficacy in "Serbia": Serbian Adaptation of the Teacher Efficacy for Inclusive Practice (TEIP) Scale

Autor/inn/en	Matic, Ivana; Škrbic, Renata; Kerkez, Jelena; Veselinovic, Mila
Titel	Self-Assessment of Teacher Efficacy in "Serbia": Serbian Adaptation of the Teacher Efficacy for Inclusive Practice (TEIP) Scale
Quelle	In: European Journal of Special Needs Education, 38 (2023) 4, S.497-510 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Matic, Ivana) ORCID (Škrbic, Renata) ORCID (Kerkez, Jelena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2120333
Schlagwörter	Foreign Countries; Self Evaluation (Individuals); Teacher Effectiveness; Test Construction; Inclusion; Factor Analysis; Test Reliability; Mainstreaming; Students with Disabilities; Developmental Disabilities; Factor Structure; Serbocroatian; Elementary School Teachers; Special Schools; Psychometrics; Serbia + Suchen Sie Ihr Suchwort? Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Testaufbau; Inklusion; Faktorenanalyse; Testreliabilität; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Entwicklungsstörung; Faktorenstruktur; Serbokroatisch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special school; Sonderschule; Psychometry; Psychometrie; Serbien
Abstract	Teachers are often mentioned among the key factors in the quality of the teaching process. This research aims to adapt to Serbian the Teacher Efficacy for Inclusive Practice (TEIP) Scale, and identify factors that correlate with high levels of perceived efficacy. A total of 288 teachers participated in the research. We conducted a factor analysis and reliability analysis and obtained satisfactory results similar to those of the authors of the scale. We were able to reproduce the three-factor structure that was shown by the authors when the three items were excluded. Correlation analysis results showed that training that contributes to competencies related to the education of children with disabilities and experience in the implementation of inclusive practice is connected with teachers' self-efficacy. Teachers believe in their professional abilities, knowledge, and skills to work with students with disabilities, but it is necessary to support them in cooperation with experts and parents, as well as to upgrade their skills in behaviour management. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01