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Self‐efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education
Author(s) -
Schwab Susanne,
Hellmich Frank,
Görel Gamze
Publication year - 2017
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/1471-3802.12379
Subject(s) - german , psychology , confirmatory factor analysis , internship , self efficacy , scale (ratio) , inclusion (mineral) , special education , mathematics education , teacher education , pedagogy , medical education , structural equation modeling , medicine , social psychology , mathematics , statistics , geography , archaeology , cartography
This study examined the psychometric properties of the German version of the Teacher Inclusive Education Self‐Efficacy Scale ( TIESES ). Five hundred and nineteen teacher education students from Austria and 765 teacher education students from Germany participated in the study. Results of a multiple‐group confirmatory factor analysis (for the two countries) confirmed a single factor structure of the scale with partial scalar measurement invariance. Regression analysis showed that self‐efficacy when implementing inclusive education was explained by the motivation to deal with inclusive education during their studies, previous experience with inclusive education in internships, study interest and the country in which the students went to university.