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

Seyfikar, Hedyeh; Gholtash, Abbas

doi:10.48310/tpd.2025.15447.1569

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

Document Type : research paper

Authors

hedyeh seyfikar ¹
Abbas Gholtash ²

¹ MA in psychology, assessment and measurement (psychometrics)

² Associate professor, department of educational sciences, Islamic Azad University, Shiraz Branch, Fars Province, Iran

10.48310/tpd.2025.15447.1569

Abstract

Inclusive education is the right of every child, regardless of special needs, and they should benefit from it. The teacher has a leading and active role in inclusive education. 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.Methods: The methodology of this research was a descriptive survey method. The statistical population of the study consisted of all primary school teachers in Tehran who were working in the academic year 1401-1402. 464 teachers who were selected based on a multi-stage cluster sampling method responded to this 19-item questionnaire (CEFI-R). Findings: First, the questionnaire was translted into Farsi. Then it was back translated into English and again into Farsi. Its validity and language was also approved by some experts in the field. To investigate its construct validity, using exploratory factor analysis, 4 factors including (diversity, methodology, support (supporter teacher), and participation in society) were obtained. Using confirmatory factor analysis, the factor loading of all items was higher than 0.3, which makes the items and variables suitable for this research. To estimate the reliability of the questionnaire, Cronbach's alpha coefficients for the dimensions of the questionnaire and its totality were calculated which were 0.78 to 0.85 respectively. Conclusion: results showed that this instrument is suitable for measuring the level of preparation of primary teachers for the implementation of inclusive education in Iran.

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