Alnahdi Ghaleb H, Yada Akie
Department of Special Education, College of Education, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia.
Department of Education, Faculty of Education and Psychology, University of Jyväskylä, Jyväskylä, Finland.
Front Psychol. 2020 Jul 29;11:1725. doi: 10.3389/fpsyg.2020.01725. eCollection 2020.
This study aimed to examine the construct validity of the Japanese version of the Teacher Efficacy for Inclusive Practices (TEIP) scale. The sample consisted of 250 teachers in Japan. Rasch analysis was used to examine the psychometric properties of the scale. Results did not support the 18-item Japanese version of the TEIP scale as a unidimensional scale for measuring TEIP. However, they do support the final 14-item Japanese version of the TEIP scale as a unidimensional scale for measuring TEIP. Four items were removed from the original 18-item scale (items 12, 8, 5, and 3) for violation of the local independency assumption. No item with differential item functioning (DIF) was detected. Only one item (item 18) was rescored to solve a threshold disorder. Further studies with different samples are warranted to confirm the study findings.
本研究旨在检验日语版全纳教育实践教师效能感（TEIP）量表的结构效度。样本包括250名日本教师。采用拉施分析来检验该量表的心理测量特性。结果不支持将18项的日语版TEIP量表作为测量TEIP的单维量表。然而，结果确实支持最终的14项日语版TEIP量表作为测量TEIP的单维量表。由于违反局部独立性假设，从最初的18项量表中删除了4个项目（项目12、8、5和3）。未检测到具有项目功能差异（DIF）的项目。仅对一个项目（项目18）重新计分以解决阈值紊乱问题。有必要对不同样本进行进一步研究以证实本研究结果。
