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Validation of a Questionnaire to Analyze Teacher Training in Inclusive Education in the Area of Physical Education: The CEFI-R Questionnaire

Author

Listed:
  • Jorge Rojo-Ramos

    (Physical Activity for Education, Performance and Health (PAEPH) Research Group, Faculty of Sports Sciences, University of Extremadura, 10003 Cáceres, Spain)

  • María Mendoza-Muñoz

    (Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
    Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal)

  • Santiago Gómez-Paniagua

    (BioẼrgon Research Group, University of Extremadura, 10003 Cáceres, Spain)

  • Miguel Ángel García-Gordillo

    (Universidad Autónoma de Chile, Talca 3467987, Chile)

  • Ángel Denche-Zamorano

    (Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

  • Jorge Pérez-Gómez

    (Health, Economy, Motricity and Education (HEME) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

Abstract

Inclusive education is a right that has captured the attention of public institutions, researchers, and teaching professionals around the world. The beliefs and perceptions of teachers are a fundamental axis in knowing the state of these professionals regarding this ethical principle, allowing them to develop and implement different strategies. This study aims to explore the reliability and factor structure of the Evaluation of Teachers’ Preparation for Inclusion (CEFI-R) questionnaire among physical education teachers. The sample consisted of 789 Spanish in-service teachers who completed the questionnaire to assess their readiness for inclusion in this subject. Exploratory and confirmatory factor analyses as well as reliability testing were carried out. A factor structure with four dimensions (conception of diversity, methodology, support, and community participation) was obtained. These dimensions consisted of 17 items with good and excellent goodness-of-fit values. In addition, a high reliability was obtained (Cronbach’s Alpha = 0.71−0.93). Therefore, the CEFI-R could be considered a valid and reliable tool to analyze physical education teachers’ perceptions of their preparedness for inclusive education.

Suggested Citation

  • Jorge Rojo-Ramos & María Mendoza-Muñoz & Santiago Gómez-Paniagua & Miguel Ángel García-Gordillo & Ángel Denche-Zamorano & Jorge Pérez-Gómez, 2023. "Validation of a Questionnaire to Analyze Teacher Training in Inclusive Education in the Area of Physical Education: The CEFI-R Questionnaire," IJERPH, MDPI, vol. 20(3), pages 1-14, January.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:3:p:2306-:d:1048911
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    References listed on IDEAS

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    1. Bengt Muthén & Anders Christoffersson, 1981. "Simultaneous factor analysis of dichotomous variables in several groups," Psychometrika, Springer;The Psychometric Society, vol. 46(4), pages 407-419, December.
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