Czech validation of the Attitudes to Inclusion Scale and the Intention to Teach in Inclusive Classroom Scale among primary school teachers

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F24%3A43898655" target="_blank" >RIV/44555601:13430/24:43898655 - isvavai.cz</a>

Výsledek na webu

<a href="https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1471-3802.12739" target="_blank" >https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1471-3802.12739</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1111/1471-3802.12739" target="_blank" >10.1111/1471-3802.12739</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Czech validation of the Attitudes to Inclusion Scale and the Intention to Teach in Inclusive Classroom Scale among primary school teachers

Popis výsledku v původním jazyce

The Attitudes to Inclusion Scale (AIS) and the Intention to Teach in Inclusive Classroom Scale (ITICS) are instruments widely used internationally for researching teachers&apos; attitudes and intentions towards inclusive education (IE). This study presents information on psychometric analysis of the AIS and ITICS as well as their functioning in the Czech environment. Using a sample of 1434 teachers (88% female) from 140 regular public primary schools in the Czech Republic, confirmatory factor analysis was used to verify the two-factor structure of the AIS, which measures beliefs and feelings, as well as the structure of the ITICS, a unidimensional construct that measures the general intention of teachers in relation to IE. Both instruments achieved high reliability (????0.75), and convergent, discriminant, concurrent, and criterion validity were confirmed. The partially scalar for ITICS and fully strict invariance for AIS for the compared groups of teachers in terms of their age was achieved. The AIS and ITICS scales work well in the Czech sociocultural context and can be considered valid and reliable instruments for (international) comparisons of teachers&apos; attitudes and intentions towards IE. Limitations of the study and suggestions for future research directions are also discussed.

Název v anglickém jazyce

Czech validation of the Attitudes to Inclusion Scale and the Intention to Teach in Inclusive Classroom Scale among primary school teachers

Popis výsledku anglicky

The Attitudes to Inclusion Scale (AIS) and the Intention to Teach in Inclusive Classroom Scale (ITICS) are instruments widely used internationally for researching teachers&apos; attitudes and intentions towards inclusive education (IE). This study presents information on psychometric analysis of the AIS and ITICS as well as their functioning in the Czech environment. Using a sample of 1434 teachers (88% female) from 140 regular public primary schools in the Czech Republic, confirmatory factor analysis was used to verify the two-factor structure of the AIS, which measures beliefs and feelings, as well as the structure of the ITICS, a unidimensional construct that measures the general intention of teachers in relation to IE. Both instruments achieved high reliability (????0.75), and convergent, discriminant, concurrent, and criterion validity were confirmed. The partially scalar for ITICS and fully strict invariance for AIS for the compared groups of teachers in terms of their age was achieved. The AIS and ITICS scales work well in the Czech sociocultural context and can be considered valid and reliable instruments for (international) comparisons of teachers&apos; attitudes and intentions towards IE. Limitations of the study and suggestions for future research directions are also discussed.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Research in Special Educational Needs

ISSN

1471-3802

e-ISSN

1471-3802

Svazek periodika

neuveden

Číslo periodika v rámci svazku

neuveden

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

15

Strana od-do

1-15

Kód UT WoS článku

001360414600001

EID výsledku v databázi Scopus

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