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Assessing Teacher Readiness for Inclusive Education in Maldives: Instrument Modification and Validation
International Journal of Disability, Development and Education ( IF 1.300 ) Pub Date : 2020-10-27 , DOI: 10.1080/1034912x.2020.1837355
Visal Moosa 1 , Mariyam Shareefa 1 , Donnie Adams 2 , Ahmed Mohamed 3
Affiliation  

ABSTRACT

Teacher readiness for inclusive education is frequently investigated in literature. However, the psychometric properties of a scale to evaluate teacher readiness for inclusive education in the Asian, specifically Maldivian, context are extremely scarce. This study aimed to modify the teachers’ readiness for an inclusive education scale to determine if the modified scale was reliable and valid in the Maldives Context. A total of 628 teachers (258 males and 370 females) from seventy-seven schools participated in this study. In phase 1, the construct validity of the Maldives teachers’ readiness scale was established through exploratory factor analysis. In phase 2, the tests of dimensionality, reliability, convergent and discriminant validity was established through confirmatory factor analysis. Results supported a two-factor, 23 items scale. The scale may be utilised as a reliable and valid instrument to assess teacher readiness for inclusive education in the Maldivian context.



中文翻译:

评估马尔代夫全纳教育的教师准备情况:工具修改和验证

摘要

教师对全纳教育的准备情况经常在文献中进行调查。然而,评估亚洲特别是马尔代夫全纳教育教师准备情况的量表的心理测量特性极为稀缺。本研究旨在修改教师对全纳教育量表的准备情况,以确定修改后的量表在马尔代夫背景下是否可靠和有效。共有来自 77 所学校的 628 名教师(258 名男性和 370 名女性)参加了这项研究。在第一阶段,通过探索性因素分析建立马尔代夫教师准备量表的结构效度。在第二阶段,通过验证性因素分析建立了维度、信度、收敛和区分效度的检验。结果支持双因素、23 个项目的量表。

更新日期:2020-10-27
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