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The aim of this study was to adapt inclusive education teacher efficacy scale in to Turkish population. The Teacher Efficacy for Inclusive Practices (TEIP) scale needed to be translated into Turkish, as no scales were available to evaluate the efficacy of pre-service teachers in inclusive settings. The aim of this study was to test the psychometric properties of the TEIP scale (Sharma et al., 2012). The scale was administered to 567 pre-service teachers (167 males and 396 females) studying in the special education, primary education and preschool education departments across four universities. The scale’s internal consistency coefficient was found to be α=0.89 while a confirmatory factor analysis revealed acceptable goodness of fit indices (c2/sd=6.82, Root Mean Squared Error of Approximation [RMSEA]=0.10, standardized root mean squared residual [SRMR]=0.05, Normed Fit Index [NFI]=0.95, Non-Normed Fit Index [NNFI]=0.95, Comparative Fit Index [CFI]=0.96), fitting a three factor model, similar to the original version of the scale. The authors concluded that TEIP may be used as a valid and reliable instrument for identifying the self-efficacy of Turkish pre-service teachers regarding inclusive practices.       Key words:Teacher efficacy for Inclusive practices (TEIP), inclusive education, self-efficacy, validity, reliability.

The psychometric properties of the Turkish version of the teacher efficacy for Inclusive practices (TEIP) scale