The Development of a Psychometrically-Sound Instrument to Measure Teachers' Multidimensional Attitudes toward Inclusive Education.

By M. Mahat. 2008

188 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3a69e80bbc3e4f3c90a75eac4345db83cde6140c

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Citations in the corpus

• The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour’ (2019, methodology): “Following Mahat (2008) and Wertheim and Leyser (2002), we developed a questionnaire scale to measure primary school teachers’ perceptions of their school management’s expectations (four items; e.”
• Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh (2014, methodology): “Prior to data analysis, the reliability of each of the scales (SPATI, TEIP, PSSIE and MATIES) was determined.”
• Teachers’ attitudes towards inclusive education: a critical review of published questionnaires (2018, methodology): “However, caution is required in selecting the PATIE (Bailey, 2004), SACIE-R (Forlin et al., 2011) and the MATIES (Mahat, 2008), in addition to the ORI and CIE, each of which focus on “disability” rather than SEN and may make these questionnaires less appropriate for establishing teachers’ attitudes…”
• The psychometric evaluation of a questionnaire to measure attitudes towards inclusive education (2012, methodology): “The subscale measuring the behavioral component was based on six items from the MATIES (Mahat 2008), reflecting teachers’ willingness to interact and support.”
• Inclusive education: teachers' intentions and behaviour analysed from the viewpoint of the theory of planned behaviour (2014, methodology): “…education’ is a translated Chinese version of the subscale of the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) developed by Mahat (2008) to examine Australian mainstream school teachers’ intention to implement inclusive education; the four remaining scales were developed…”