ABSTRACT

One of the factors that affect inclusion is teachers’ concerns about it. Teachers may believe that they will not be successful in inclusion due to the concerns they have experienced. Therefore, understanding teachers’ concerns about inclusion plays a critical role in achieving the purpose of education. This research aimed to adapt The Concerns about Inclusive Education Scale Short Form (CIES-SF) into Turkish, which was converted into a shorter version by Lozano et al. (2022). The study participants consisted of 650 teachers. Exploratory factor analysis was conducted to establish construct validity of the scale, while confirmatory factor analysis was used to confirm its structure. The reliability coefficient for the entire scale, as measured by the Cronbach alpha, was calculated to be .87. The results of confirmatory factor analysis revealed favourable goodness of fit indices, withχ² = 129.91, df = 50, χ²/df = 2.59, p < .001, RMSEA=.070, SRMR=.062, NNFI=.93, CFI=.94, GFI=.92, AGFI=.88. The Concerns About Inclusive Education Scale Short Form (CIES-SF) is a reliable tool that can be administered quickly to assess teachers’ concerns about inclusion. This valuable tool can be utilised by researchers, particularly teacher trainers, to better understand teachers’ concerns related to inclusive education practices.

摘要

影响包容性的因素之一是教师对此的担忧。由于他们所经历的担忧，教师可能认为他们不会成功融入。因此，了解教师对包容性的关注对于实现教育目的至关重要。这项研究旨在将《关于全纳教育量表简表的担忧》(CIES-SF) 改编成土耳其语，由 Lozano 等人将其转换为较短版本。（2022）。研究参与者包括 650 名教师。进行探索性因素分析以确定量表的结构效度，同时使用验证性因素分析来确认其结构。通过 Cronbach alpha 测量，整个量表的可靠性系数经计算为 0.87。²  = 129.91，df = 50，χ ² /df = 2.59，p  < .001，RMSEA=.070，SRMR=.062，NNFI=.93，CFI=.94，GFI=.92，AGFI=.88。关于全纳教育的担忧量表简表 (CIES-SF) 是一个可靠的工具，可以快速管理以评估教师对全纳教育的担忧。研究人员，特别是教师培训师可以利用这一宝贵的工具，更好地了解教师对全纳教育实践的担忧。