Measuring teacher efficacy to implement inclusive practices

Umesh SHARMA, Tim LOREMAN, Christine Irene FORLIN

Research output: Contribution to journalArticles

169 Citations (Scopus)

Abstract

The purpose of this study was to develop an instrument to measure perceived teacher efficacy to teach in inclusive classrooms. An 18-item scale was developed on a sample of 607 pre-service teachers selected from four countries (Canada, Australia, Hong Kong and India). Factor analysis of responses from the sample revealed three factors: efficacy in using inclusive instruction, efficacy in collaboration and efficacy in dealing with disruptive behaviours. The alpha coefficient for the total scale was 0.89. Alpha coefficients for the three factors ranged from 0.85 to 0.93. Reliability analysis for the total scale as well as factors for each country suggested that the scale provides a reliable measure of pre-service teacher perceptions of self-efficacy for inclusion across different countries. Copyright © 2011 The Authors. Journal of Research in Special Educational Needs © 2011 NASEN.
Original languageEnglish
Pages (from-to)12-21
JournalJournal of Research in Special Educational Needs
Volume12
Issue number1
DOIs
Publication statusPublished - Jan 2012

Citation

Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12-21.

Keywords

  • Pre-service training
  • Teacher efficacy
  • Inclusive education

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