Alnahdi Ghaleb H, Goldan Janka, Schwab Susanne
Special Education Department, College of Education, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia.
Faculty of Educational Science, Bielefeld University, Bielefeld, Germany.
Front Psychol. 2021 Mar 10;12:633801. doi: 10.3389/fpsyg.2021.633801. eCollection 2021.
Research indicates that the perception of available resources is a key factor for the implementation of inclusive education. Regarding the teachers, a relatively high level of perceived personnel and physical resources is associated with more positive attitudes toward inclusive education and experiencing a higher level of self-efficacy. Thus, this study aims to examine the psychometric properties of the teacher version of the Perceptions of Resources Questionnaire (PRQ-T). Data were collected from a sample of 1,078 in-service teachers in Austria. Different statistical analyses were used, including Rasch analysis and confirmatory factor analysis. The results indicated good psychometric properties of the PRQ-T regarding internal consistency measured by person separation index (PSI) and construct validity by both confirmatory factor analysis and the Rasch analysis. Moreover, the findings supported that the PRQ-T is a two-factor scale to measure teachers' perceptions of personnel and physical resources in inclusive education. Further studies with different samples are necessary to confirm the findings.
研究表明，对可用资源的认知是实施全纳教育的关键因素。对于教师而言，较高水平的感知人力和物力资源与对全纳教育更积极的态度以及更高水平的自我效能感相关。因此，本研究旨在检验教师版资源感知问卷（PRQ-T）的心理测量特性。数据收集自奥地利1078名在职教师的样本。使用了不同的统计分析方法，包括拉施分析和验证性因素分析。结果表明，PRQ-T在通过人员分离指数（PSI）测量的内部一致性以及通过验证性因素分析和拉施分析测量的结构效度方面具有良好的心理测量特性。此外，研究结果支持PRQ-T是一个双因素量表，用于测量教师对全纳教育中人力和物力资源的认知。需要用不同样本进行进一步研究以证实这些发现。
