Knickenberg Margarita, Kullmann Harry, Wüthrich Sergej, Lozano Caroline Sahli, Loreman Tim, Sharma Umesh, Avramidis Elias, Subban Pearl, Woodcock Stuart
Faculty of Arts and Humanities, Paderborn University, Paderborn, Germany.
Institute for Research, Development and Evaluation, University of Teacher Education, Bern, Switzerland.
Front Psychol. 2025 Jun 13;16:1530689. doi: 10.3389/fpsyg.2025.1530689. eCollection 2025.
While teachers' individual and collective efficacy has been extensively studied with regard to promoting students' academic success, teachers' collective efficacy regarding inclusive practices has been largely neglected thus far, especially from an international perspective. International comparisons are of particular interest to any country or school system, respectively, as they can help to identify alternative approaches and opportunities for inclusive school development. The scale examined in this paper is ascertaining teachers' collective efficacy with regard to inclusive education (TEIP-C) and is derived from a scale measuring (individual) Teachers' Efficacy for Inclusive Practices (TEIP). This scale comprises three subscales termed , and . Our major aim was to validate the tripartite structure of the original TEIP scale for the new TEIP-C scale and to demonstrate measurement invariance of the latter employing an international sample.
The sample comprised 897 teachers from Canada, Germany and Switzerland. Different Confirmatory Factor Analysis (CFA) models were combined with Exploratory Structural Equation Models (ESEM). Measurement invariance across countries was examined by means of a multiple group confirmatory factor analysis (MGCFA) approach. Afterwards, the variables gender, age and teaching experience were included simultaneously as predictors of collective teaching efficacy to specify a multiple indicator multiple cause model (MIMIC).
We successfully validated the tripartite structure of the original TEIP scale for the new TEIP-C scale and demonstrated its measurement invariance employing samples from Canada, Germany, and Switzerland. Based on similar validations, it now appears possible for researchers to freely combine either of the six subscales focusing on teachers' individual or collective efficacy with regard to inclusive education in their questionnaires in future studies. While the three country samples did not differ regarding Inclusive Instructions, significant differences in favor of Canadian teachers became apparent for Collaborations (compared to both, Switzerland and Germany) as well as Managing Behavior (Germany).
Overall, the results underline the comparably high standards of inclusive teaching in Canada. Additional differences on the basis of the two subscales just mentioned pointed to somewhat lower ratings of collective teacher efficacy with respect to inclusive education by female teachers in Canada and Germany and older teachers in Switzerland.
虽然教师的个人效能和集体效能在促进学生学业成功方面已得到广泛研究，但迄今为止，教师在全纳教育实践方面的集体效能在很大程度上被忽视了，尤其是从国际视角来看。国际比较对任何国家或学校系统都特别有意义，因为它们有助于确定全纳学校发展的替代方法和机会。本文所考察的量表用于确定教师在全纳教育方面的集体效能（TEIP-C），它源自一个测量（个体）教师全纳教育实践效能（TEIP）的量表。该量表包括三个子量表，分别称为 、 和 。我们的主要目的是验证新的TEIP-C量表对原始TEIP量表三方结构的适用性，并使用国际样本证明后者的测量不变性。
样本包括来自加拿大、德国和瑞士的897名教师。不同的验证性因素分析（CFA）模型与探索性结构方程模型（ESEM）相结合。通过多组验证性因素分析（MGCFA）方法检验各国之间的测量不变性。之后，将性别、年龄和教学经验变量同时作为集体教学效能的预测变量纳入，以确定一个多指标多原因模型（MIMIC）。
我们成功验证了原始TEIP量表对新的TEIP-C量表的三方结构，并使用来自加拿大、德国和瑞士的样本证明了其测量不变性。基于类似的验证，现在研究人员在未来研究中似乎可以在问卷中自由组合关注教师在全纳教育方面个人或集体效能的六个子量表中的任何一个。虽然三个国家的样本在全纳教学指导方面没有差异，但在合作方面（与瑞士和德国相比）以及管理行为方面（德国），加拿大教师明显更具优势。
总体而言，结果凸显了加拿大全纳教学的较高标准。基于上述两个子量表的其他差异表明，加拿大和德国的女教师以及瑞士的年长教师在全纳教育方面的集体教师效能评级略低。
