Creation and Validation of the Self-Efficacy Instrument for Physical Education Teacher Education Majors Toward Inclusion

Abstract

The purpose was to validate a self-efficacy (SE) instrument toward including students with disability in physical education (PE). Three scales referring to intellectual disabilities (ID), physical disabilities (PD), or visual impairments (VI) were administered to 486 physical education teacher education (PETE) majors. The sample was randomly split, and exploratory and confirmatory factor analyses (EFA and CFA, respectively) were conducted. After deleting items that did not meet inclusion criteria, EFA item loadings ranged from 0.53 to 0.91, and Cronbach’s alpha reliability was high (for ID = .86, PD = .90, and VI = .92). CFA showed that the ID scale demonstrated good goodness-of-fit, whereas in the PD and in the VI scales demonstrated moderate fit. Thus, the content and construct validity of the instrument was supported.

Czech self-efficacy scale for physical education majors towards children with disabilities

“…There are 6 items in the ID scale, 10 in the PD scale, and 9 in the VI scale There are 8 items in the original English version SE-PETE-D in the part named demographic questions (Block et al, 2013). For the Czech version of SE-PETE-D, 3 items were added in part with demographic questions.…”

“…Internal consistency was .86 for ID scale, .90 for PD scale, and .92 for the VI scale The total sample for the second phase of validation was 486 participants (170 females, 316 males) for the original English version of SE-PETE-D. The participants' ages ranged from 19 to 46 years (Block et al, 2013). Block et al (2013) indicated following factor structure: The ID subscale included two factors, F1 peers' instruction (items no.…”

“…If, however, a teacher possesses low self-efficacy, the incongruence between the norm and the perceived self-efficacy would typically reduce the attitude towards participation of this child in the regular class. (p. 312) Block, Hutzler, Barak, and Klavina (2013) developed the instrument SE-PETE-D. It "can be used to identify the discriminative power of demographic variables hypothesized to be meaningful predictors of PETE majors' SE, including teaching experience, academic course work, practicum and nonteaching specific exposure to students with disability" (Block et al, 2013, p. 200).…”

“…Bandura (2006) recommends item scaling deviation for 0-10, but SE-PETE-D was created according Myers, Wolfe, and Feltz (2005), which suggest that 1-5 scale is effective when measuring self-efficacy as 0-10 scale. The 1-5 scale was used in the SE-PETE-D with the following criteria: 1 = no confidence, 2 = low confidence, 3 = moderate confidence, 4 = high confidence, 5 = complete confidence (Block et al, 2013). Each disability scale was interpreted separately for use in the data analysis.…”

“…It "can be used to identify the discriminative power of demographic variables hypothesized to be meaningful predictors of PETE majors' SE, including teaching experience, academic course work, practicum and nonteaching specific exposure to students with disability" (Block et al, 2013, p. 200). SE-PETE-D measures PETE majors' self-efficacy toward including students with intellectual disabilities (ID), physical disabilities (PD) and visual impairment (VI) in PE frameworks, including teaching skills, playing sport games and performing fitness activities (Block et al, 2013). Tekidou, Evaggelinou, Papaioannou, and Block (2015) determined physical educators' self-efficacy beliefs toward including students with disabilities (physical, intellectual and visual) in PE classes in Greece with using self-efficacy scale.…”