A Factor Analytic Validation Study of the Scale of Teachers' Attitudes Towards Inclusive Classrooms (STATIC))
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.
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.
International Journal of Special Education
This article was originally published in International Journal of Special Education, volume 30, issue 3, in 2015.