Assessing Teacher Readiness for Inclusive Education in Maldives: Instrument Modification and Validation

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'...

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Bibliographic Details
Published in:International journal of disability, development, and education development, and education, 2022-11, Vol.69 (6), p.1888-1904
Main Authors: Moosa, Visal, Shareefa, Mariyam, Adams, Donnie, Mohamed, Ahmed
Format: Article
Language:English
Subjects:
Confirmatory factor analysis
Discriminant validity
Elementary Secondary Education
Exploratory factor analysis
Foreign Countries
Inclusion
Inclusive education
instrument validation
Knowledge Level
Maldives
Males
Men
psychometric analysis
Quantitative psychology
Readiness
Regular and Special Education Relationship
Reliability
Students with Disabilities
Teacher Attitudes
Teacher Competencies
teacher readiness
Teachers
Test Construction
Test Reliability
Test Validity
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Summary: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.
ISSN:1034-912X
1465-346X
DOI:10.1080/1034912X.2020.1837355