Psychometric Properties and Rasch Validation of the Teachers’ Version of the Perception of Resources Questionnaire

Abstract

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.

Evaluation of two weight stigma scales in Malaysian university students: weight self-stigma questionnaire and perceived weight stigma scale

“…This evaluation can be performed using classical test theory methods (e.g., factor analysis and internal consistency) or modern test theory methods (e.g., based on Rasch models). Application of the Rasch model for assessing the psychometric properties of instruments has increased in recent decades [18][19][20]. It is a powerful tool to evaluate the validity and reliability of an instrument, and it can provide different information from psychometric testing in the classical test theory and provide more accurate findings [21].…”

Wie kommt Inklusion in die Schulen? Einstellung zur Inklusion als Prädiktor der inklusionsbezogenen Fortbildungsmotivation von Lehrkräften

“…B. eine bessere infrastrukturelle und personelle Ausstattung mit einer positiveren Einstellung gegenüber inklusiver Bildung und einem positiv verstärkten Selbstwirksamkeitsempfinden verbunden (vgl. Alnahdi et al 2021;vgl. Avramidis und Norwich 2002;Goldan und Schwab 2018).…”

Factors influencing special education teachers’ self-efficacy to provide transitional services for students with disabilities

“…All measures adopted in this study were in Arabic except for the scale of the resources ( Alnahdi et al, 2021 ) which was translated to Arabic from English. Back-translating approach was followed to reach the final Arabic version ( Beaton et al, 2000 ).…”

“…Back-translating approach was followed to reach the final Arabic version ( Beaton et al, 2000 ). To develop the instrument used in this study, items were adapted from various scales: the parent participation scale ( Almalki et al, 2021 ); self-efficacy scales ( Abu and Hatem, 2019 ; Al-Hawaiti, 2019 ); self-efficacy scale for teachers in inclusive education (TEIP; Sharma et al, 2012 ; Alnahdi, 2019 , 2020 ), teachers’ attitudes toward transition services scale ( Alnahdi, 2013 ); and resources in the school scale (PRQ; Alnahdi et al, 2021 ). The questionnaire included two main sections.…”

“…The attitudes scale included four items that measure teachers’ attitudes toward transition services from Alnahdi’s (2013) questionnaire. The resources scale included 10 items to measure resource availability in the school from the perspective of teachers (see the PRQ scale by Alnahdi et al, 2021 ). The preparation subscale includes two items to measure whether teachers were prepared for transition services ( Alnahdi, 2013 ).…”