Assessing Psychometric Properties of the Sentiments, Attitudes and Concerns about Inclusive Education Scale in a Greek-Speaking Sample of In-service Teachers
TECHNOLOGY KNOWLEDGE AND LEARNING(2021)
摘要
This study aims to assess reliability, construct validity and responsiveness of the Greek version of the revised Sentiments, Attitudes and Concerns about Inclusive Education scale (SACIE-R), Teacher Efficacy for Inclusive Practices (TEIP) and TRS [Individual Capacity to Maintain Motivation and Getting Social Support from Colleagues to Maintain Motivation]. Data were obtained from four hundred sixty-five teachers (employed in typical classes, parallel support or resource rooms) who completed SACIE, TEIP and TRS. The SACIE exhibited excellent reliability ( α = 0.88; 95 % CI : [0.814 to 0.952]) . Exploratory Factor Analysis supported a 2-factor model, explaining 63,984% of total variance. CFA confirmed the proposed 2-factor model and generated satisfactory goodness of fit indices ( χ 2 /df = 1.45 < 2 and p = . 000, TLI = 0.984 ≥ 0.95, RMSEA = .004 < 0.08, CFI = 0.98 ≥ 0.90 and SRMR = 0.001 < 0.08). No ceiling or floor effects were observed. SACIE-R, TEIP and TRS showed similar discriminative capacity between groups based on socio-demographic variables. Area under receiver operating characteristic curves of SACIE-R and TEIP indicated good to excellent accuracy. Results suggest that the revised Sentiments, Attitudes and Concerns about Inclusive Education scale is a reliable and valid research tool. SACIE-R and TEIP were largely comparable and equally sensitive. Results are discussed in terms of developing teachers’ educational programs.
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关键词
Inclusion,Self-efficacy,Resilience,Reliability,Construct validity,Factor structure,Teachers,Behavioral problems,Students
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