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Psychometric Properties of a Questionnaire to Assess Spanish Primary School Teachers’ Perceptions about Their Preparation for Inclusive Education

Inclusive education is a right and must be offered to all students, including those with disabilities, providing them with individualized educational attention and support. Teachers play a leading role in the inclusive education process, their preparation and attitudes being essential for this proce...

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Autores principales: Rojo-Ramos, Jorge, Gomez-Paniagua, Santiago, Barrios-Fernandez, Sabina, Garcia-Gomez, Andres, Adsuar, José Carmelo, Sáez-Padilla, Jesús, Muñoz-Bermejo, Laura
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8872279/
https://www.ncbi.nlm.nih.gov/pubmed/35206843
http://dx.doi.org/10.3390/healthcare10020228
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author Rojo-Ramos, Jorge
Gomez-Paniagua, Santiago
Barrios-Fernandez, Sabina
Garcia-Gomez, Andres
Adsuar, José Carmelo
Sáez-Padilla, Jesús
Muñoz-Bermejo, Laura
author_facet Rojo-Ramos, Jorge
Gomez-Paniagua, Santiago
Barrios-Fernandez, Sabina
Garcia-Gomez, Andres
Adsuar, José Carmelo
Sáez-Padilla, Jesús
Muñoz-Bermejo, Laura
author_sort Rojo-Ramos, Jorge
collection PubMed
description Inclusive education is a right and must be offered to all students, including those with disabilities, providing them with individualized educational attention and support. Teachers play a leading role in the inclusive education process, their preparation and attitudes being essential for this process. This study aimed to present the factor structure and reliability of a questionnaire for the assessment of teachers’ perceptions about their preparation to support inclusive education. The sample consisted of 605 Spanish primary school teachers who responded to the Evaluation of Teachers’ Inclusion Readiness (CEFI-R) Questionnaire. Exploratory and confirmatory factor analysis and reliability evaluation were performed. The results showed a factor structure with four dimensions (Conception of Diversity, Methodology, Supports and Community Participation), composed of 17 items, with good and excellent goodness-of-fit values and high reliability (Cronbach’s Alpha = 0.75–0.94). Thus, the CEFI-R can be considered a quick and easy-to-apply tool to analyze primary school teachers’ perceptions about their preparation to address their students’ diversity of needs, allowing stakeholders to take actions to promote inclusive education.
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spelling pubmed-88722792022-02-25 Psychometric Properties of a Questionnaire to Assess Spanish Primary School Teachers’ Perceptions about Their Preparation for Inclusive Education Rojo-Ramos, Jorge Gomez-Paniagua, Santiago Barrios-Fernandez, Sabina Garcia-Gomez, Andres Adsuar, José Carmelo Sáez-Padilla, Jesús Muñoz-Bermejo, Laura Healthcare (Basel) Article Inclusive education is a right and must be offered to all students, including those with disabilities, providing them with individualized educational attention and support. Teachers play a leading role in the inclusive education process, their preparation and attitudes being essential for this process. This study aimed to present the factor structure and reliability of a questionnaire for the assessment of teachers’ perceptions about their preparation to support inclusive education. The sample consisted of 605 Spanish primary school teachers who responded to the Evaluation of Teachers’ Inclusion Readiness (CEFI-R) Questionnaire. Exploratory and confirmatory factor analysis and reliability evaluation were performed. The results showed a factor structure with four dimensions (Conception of Diversity, Methodology, Supports and Community Participation), composed of 17 items, with good and excellent goodness-of-fit values and high reliability (Cronbach’s Alpha = 0.75–0.94). Thus, the CEFI-R can be considered a quick and easy-to-apply tool to analyze primary school teachers’ perceptions about their preparation to address their students’ diversity of needs, allowing stakeholders to take actions to promote inclusive education. MDPI 2022-01-25 /pmc/articles/PMC8872279/ /pubmed/35206843 http://dx.doi.org/10.3390/healthcare10020228 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Rojo-Ramos, Jorge
Gomez-Paniagua, Santiago
Barrios-Fernandez, Sabina
Garcia-Gomez, Andres
Adsuar, José Carmelo
Sáez-Padilla, Jesús
Muñoz-Bermejo, Laura
Psychometric Properties of a Questionnaire to Assess Spanish Primary School Teachers’ Perceptions about Their Preparation for Inclusive Education
title Psychometric Properties of a Questionnaire to Assess Spanish Primary School Teachers’ Perceptions about Their Preparation for Inclusive Education
title_full Psychometric Properties of a Questionnaire to Assess Spanish Primary School Teachers’ Perceptions about Their Preparation for Inclusive Education
title_fullStr Psychometric Properties of a Questionnaire to Assess Spanish Primary School Teachers’ Perceptions about Their Preparation for Inclusive Education
title_full_unstemmed Psychometric Properties of a Questionnaire to Assess Spanish Primary School Teachers’ Perceptions about Their Preparation for Inclusive Education
title_short Psychometric Properties of a Questionnaire to Assess Spanish Primary School Teachers’ Perceptions about Their Preparation for Inclusive Education
title_sort psychometric properties of a questionnaire to assess spanish primary school teachers’ perceptions about their preparation for inclusive education
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8872279/
https://www.ncbi.nlm.nih.gov/pubmed/35206843
http://dx.doi.org/10.3390/healthcare10020228
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