Assessing teacher readiness for inclusive education in Maldives : instrument modification and validation

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creativework.keywordsInclusive education | Instrument validation | Maldives | Psychometric | Analysis | Teacher readiness
dc.contributor.authorMoosa, Visal
dc.contributor.authorShareefa, Mariyam
dc.contributor.authorAdams, Donnie
dc.contributor.authorMohamed, Ahmed
dc.date.accessioned2024-09-25T10:08:27Z
dc.date.available2024-09-25T10:08:27Z
dc.date.issued2020-10-27
dc.description.abstractTeacher 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 discrimi-nant 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.
dc.formatpdf
dc.identifier.urihttps://hoba.ium.edu.mv/handle/1/1961
dc.language.isoen
dc.publisherRoutledge
dc.subjectInclusive Education
dc.titleAssessing teacher readiness for inclusive education in Maldives : instrument modification and validation
dc.title.alternativeInternational Journal of Disability, Development and Education, 2020
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