A Factor Analytic Validation Study of the Scale of Teachers' Attitudes Towards Inclusive Classrooms (STATIC))

Authors

Trisha Sugita Nishimura, Chapman UniversityFollow
Randy T. Busse, Chapman UniversityFollow

Document Type

Article

Publication Date

2015

Abstract

General and special education teachers (N = 125) completed the Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC). The internal consistency of the instrument was strong with an alpha of .89. The measure demonstrated excellent test-retest reliability (r = .99) and a dependent t-test was non-significant, indicating mean group temporal stability. An exploratory factor analysis resulted in a five-factor scale accounting for 61.6% of the variance versus the original four factors identified by the author of the instrument. Future research and potential use of the instrument are discussed.

Comments

This article was originally published in International Journal of Special Education, volume 30, issue 3, in 2015.

Recommended Citation

Nishimura, T.S., & Busse, R. (2015). A factor analytic validation study of teachers' attitudes towards inclusive classrooms (STATIC). International Journal of Special Education 30(3), 1-8.

Peer Reviewed

1

Copyright

International Journal of Special Education