High self-efficacy is a marker of successful teaching and is, therefore, a subject of great interest to research on inclusive education. One of the most frequently used instruments to assess such beliefs is the Teacher Efficacy for Inclusive Practice (TEIP) scale. Although used widely, some studies did not precisely replicate the original factor structure, and no short form of the TEIP scale currently exists, although this could enhance measurement efficiency. This study (1) systematically assessed the TEIP scale's factor structure and psychometric properties, (2) identified potentially problematic items and developed a more concise short form of the scale, and (3) evaluated its dimensionality and criterion and convergent validities using three validation samples of teachers in three different countries (486 in Switzerland, 189 in Australia and 276 in Canada). Compared to the full-length TEIP scale, the TEIP-SF uses half the items, demonstrates better model fit and reveals a clearer distinction of domain-specific factors. In conclusion, the TEIP-SF represents a concise, efficient means of assessing teachers' self-efficacy about teaching in inclusive classrooms.

中文翻译：

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教师包容性实践效能量表 (TEIP-SF) 简表的开发和验证

高自我效能感是成功教学的标志，因此也是全纳教育研究的一个重要课题。评估此类信念最常用的工具之一是教师全纳实践效能（TEIP）量表。尽管应用广泛，但一些研究并未精确复制原始因子结构，并且目前不存在简短形式的 TEIP 量表，尽管这可以提高测量效率。本研究 (1) 系统地评估了 TEIP 量表的因子结构和心理测量特性，(2) 确定了潜在问题的项目并开发了更简洁的量表简短形式，(3) 使用三个验证样本评估了其维度、标准和收敛效度三个不同国家的教师（瑞士 486 名，澳大利亚为 189，加拿大为 276）。与完整的 TEIP 量表相比，TEIP-SF 使用了一半的项目，展示了更好的模型拟合，并揭示了特定领域因素的更清晰的区别。总之，TEIP-SF 代表了一种简洁、有效的方法来评估教师在包容性课堂教学中的自我效能感。