Rasch validation of the Arabic version of the Teacher Efficacy for Inclusive Practices (TEIP)scale

The aim of this study was to examine the construct validity of the Arabic version of the Teacher Efficacy for Inclusive Practices (TEIP)scale. Rasch analysis was used to examine the psychometric properties of the scale. Participants were 312 teachers in Saudi Arabia. Rasch analysis did not support the 18-item TEIP unidimensionality to measure teacher-perceived self-efficacy. Disordered thresholds were detected in five items. The scale did not meet the requirement of unidimensionality. After 5 items were removed because of response dependency, the 13-item TEIP scale demonstrated good internal consistency (person separation index = 0.88)and fulfilled all the requirements of the Rasch model. The 18-item scale was not supported by the Rasch analysis as a unidimensional measure. However, the 13-item Arabic TEIP could be a useful tool to measure teacher-perceived self-efficacy in inclusive education. Further studies with different samples are warranted to confirm the study findings.