The concerns about inclusive education scale: Dimensionality, factor structure, and development of a short-form version (CIES-SF)

Caroline Sahli Lozano, Sergej Wüthrich, Jonas Sebastian Büchi, Umesh Sharma

Research output: Journal PublicationArticlepeer-review

18 Citations (Scopus)

Abstract

Teachers play a vital role in the implementation of inclusive education, and understanding where they have worries is essential to researchers and policymakers likewise. The Concerns about Inclusive Education Scale (CIES) is a frequently used scale globally to examine teachers’ concerns but yielded mixed results regarding its factor structure. Using a large teacher sample (N1 = 538), we analyzed its factor structure and made modifications informed by our analysis. Results favored a recently proposed factor solution over the original one. Based on this solution, a short form was created, which reduces the CIES length by 42%. It demonstrated excellent model fit in an additional validation sample (N2 = 537), and efficiently and comprehensively assesses teacher concerns about inclusive education.

Original languageEnglish
Article number101913
JournalInternational Journal of Educational Research
Volume111
DOIs
Publication statusPublished - Jan 2022
Externally publishedYes

Keywords

  • Confirmatory factor analysis
  • Inclusive education
  • Measurement scale
  • Teacher attitudes
  • Teacher concerns

ASJC Scopus subject areas

  • Education

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