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

^*Corresponding author for this work

Research output: Journal Publication › Article › peer-review

25 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

UN SDGs

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

SDG 4 Quality Education

Free Keywords

Confirmatory factor analysis
Inclusive education
Measurement scale
Teacher attitudes
Teacher concerns

ASJC Scopus subject areas

Education

Access to Document

10.1016/j.ijer.2021.101913

Cite this

@article{71fc56d9ae834560b03e6c87b3481507,

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.",

keywords = "Confirmatory factor analysis, Inclusive education, Measurement scale, Teacher attitudes, Teacher concerns",

author = "\{Sahli Lozano\}, Caroline and Sergej W{\"u}thrich and B{\"u}chi, \{Jonas Sebastian\} and Umesh Sharma",

note = "Publisher Copyright: {\textcopyright} 2021",

year = "2022",

month = jan,

doi = "10.1016/j.ijer.2021.101913",

language = "English",

volume = "111",

journal = "International Journal of Educational Research",

issn = "0883-0355",

publisher = "Elsevier BV",

}

TY - JOUR

T1 - The concerns about inclusive education scale

T2 - Dimensionality, factor structure, and development of a short-form version (CIES-SF)

AU - Sahli Lozano, Caroline

AU - Wüthrich, Sergej

AU - Büchi, Jonas Sebastian

AU - Sharma, Umesh

PY - 2022/1

Y1 - 2022/1

N2 - 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.

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.

KW - Confirmatory factor analysis

KW - Inclusive education

KW - Measurement scale

KW - Teacher attitudes

KW - Teacher concerns

UR - https://www.scopus.com/pages/publications/85121301710

U2 - 10.1016/j.ijer.2021.101913

DO - 10.1016/j.ijer.2021.101913

M3 - Article

AN - SCOPUS:85121301710

SN - 0883-0355

VL - 111

JO - International Journal of Educational Research

JF - International Journal of Educational Research

M1 - 101913

ER -

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

Abstract

UN SDGs

Free Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this