Original scientific paper
https://doi.org/10.21464/mo.31.2.2
Structure and measurement characteristics of the Teacher self-efficacy for inclusive practice questionnaire
Vanja Marković
orcid.org/0000-0002-6790-4317
; Fakultet za odgojne i obrazovne znanosti, Sveučilište Jurja Dobrile u Puli, Hrvatska
*
* Corresponding author.
Abstract
The aim of this paper is to determine the structure and measurement characteristics of the Teacher Self-Efficacy for Inclusive Practice Questionnaire. The constructed instrument, designed to measure teachers’ self-efficacy for inclusive practice, was administered to a sample of 177 primary school teachers in the Istria County. In accordance with the stated aim, the collected data were processed using a factor analysis program. The measurement properties of the Teacher Self-Efficacy for Inclusive Practice Questionnaire, assessed under different measurement models, proved to be very good, with reliability coefficients exceeding .80 across several measurement models. Factor analysis identified components reflecting indicators of teacher self-efficacy for inclusive practice, as expressed through teachers’ self assessments in areas such as creating an inclusive school climate, managing classroom behaviour, collaborating within and outside the school to support students with difficulties, and student-centered teaching. This indicates that the latent structure of teacher self-efficacy for inclusive practice can be identified.
Keywords
Teacher Efficacy for Inclusive Practice Questionnaire; factor analysis; measurement properties; inclusive practice; students with disabilities
Hrčak ID:
331674
URI
Publication date:
20.5.2025.
Visits: 702 *