Validation of a Questionnaire for Analyzing Teacher Training in Inclusive Education in the field of Teacher Training: Questionnaire (CEFI-R)

Abstract

Goal: This research aims to investigate the validity, reliability, and factor structure of the teacher training analysis questionnaire in inclusive education in the field of teacher training.

 Method: The research statistical population included all student-teachers of Farhangian University. The statistical sample of the research included 250 student-teachers who were selected by stratified sampling method. Saeedi's (2008) teachers' attitude towards inclusiveness questionnaire (2008) was used to calculate the convergent validity. Construct validity was investigated through confirmatory factor analysis. The reliability was done using Cronbach's alpha method and retesting and data analysis with S. software. P. S. S. Version 25 and Lisrel version 8.8.

Findings: The results of the confirmatory factor analysis confirmed the four factors of diversity, methodology, support, and community participation, as in the original form. In addition, Cronbach's alpha coefficient for the whole scale was 0.81 and was 0.86, 0.83, 0.84, and 0.81 for the diversity, methodology, support, and community participation subscales, respectively. In addition, the retest coefficient with an interval of four weeks was 0.76 for the whole scale and 0.79, 0.78, 0.80, and 0.74 for the diversity, methodology, support, and community participation subscales, respectively. In addition, the correlation coefficients indicated the convergent and diagnostic validity of the questionnaire (P<0.001).