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

doi:10.1016/j.ijer.2021.101913

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 Publication › Article › peer-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 language	English
Article number	101913
Journal	International Journal of Educational Research
Volume	111
DOIs	https://doi.org/10.1016/j.ijer.2021.101913
Publication status	Published - Jan 2022
Externally published	Yes

Keywords

Confirmatory factor analysis
Inclusive education
Measurement scale
Teacher attitudes
Teacher concerns

ASJC Scopus subject areas

Education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.ijer.2021.101913

Cite this

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

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{\textquoteright} 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.",

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AB - 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.

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

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

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