After performing confirmatory factor analysis I removed some items from teachers self-efficacy in inclusive practice (TEIP) scale which did not fit the measurement model due to low factor loading and there needs to be logic (beyond the numbers) for removing the following items. Therefore, I need these items to be logically discussed (individually) in term of why they may not theoretically representative of their conceptual meaning. This scale was for measuring preschool teachers self-efficacy in inclusive education in Asian country.I have attached the original article of the TEIP scale. I need the justification provided in one page and short sentences are enough for each item. These items are item 15 ( I am confident in my ability to get children to work together in pairs or in small groups), and items 18 (I am able to provide an alternate explanation or an example when children with disabilities are confused) from Efficacy to use Inclusive Instructions sub-scale. item 3 (I can make parents feel comfortable coming to school.), and item 4 (I can assist families in helping their children do well in school) from Efficacy in Collaboration sub-scale. item 11(I am able to get children to follow classroom rules), and item 17 ( I am confident when dealing with children who are physically aggressive) from Efficacy in Managing Behaviour sub-scale.
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