Translation and Psychometric Validation of the Teachers’ Beliefs and Intentions Questionnaire (TBIQ) in Chilean Early Childhood Education
Bibliographic Data
| ID | 22048446 |
|---|---|
| Authors | Pamela Soto-Ramírez (0000-0001-7542-4324, Pontificia Universidad Católica de Chile, corresponding author), Marigen Narea (0000-0001-7780-7425, Pontificia Universidad Católica de Chile), María Francisca Morales (0000-0002-1971-8085, Pontificia Universidad Católica de Chile), Alejandra Caqueo-Urízar (0000-0002-4614-8380, University of Tarapacá) |
| Year | 2026 |
| Volume | 16 |
| Issue | 5 |
| Pages | 711 |
| Publication date | 2026-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16050711 |
| OpenAlex | W7160263219 |
| Language | EN |
| References cited | 31 |
The Teachers’ Beliefs and Intentions Questionnaire (TBIQ) assesses educators’ beliefs and intentions regarding the importance of sensitive interactions with young children. Understanding these beliefs is particularly relevant in contemporary educational contexts where teacher–child interactions are viewed as central to children’s learning and development. Despite its use in several countries, there is no validated Spanish version available. This study aimed to translate, culturally adapt, and psychometrically validate a Spanish version of the TBIQ for early childhood education settings in Chile. Following international guidelines for cross-cultural adaptation, the questionnaire was translated into Spanish and administered to early childhood teachers and assistant teachers working in public early childhood education centers. The original two-factor structure (Beliefs and Intentions) was tested using confirmatory factor analyses with robust estimators for ordinal data. Results supported the two-factor model after removing six items with low factor loadings and indicated excellent model fit. Both scales demonstrated high internal consistency. However, measurement invariance across educator roles could not be established, and cross-group comparisons should be interpreted with caution. Despite this limitation, the Spanish version of the TBIQ demonstrates adequate validity and reliability and offers a brief and accessible instrument for research and for the assessment of educators’ beliefs and intentions regarding interaction quality in early childhood education
Confirmatory factor analysis · Construct validity · Early childhood · Early childhood education · Measurement invariance · Psychometrics · Test validity · Child Development and Digital Technology · Early Childhood Education and Development · Educational and Psychological Assessments
Power and sensitivity of alternative fit indices in tests of measurement invariance.
Ordinal Versions of Coefficients Alpha and Theta for Likert Rating Scales
Caregivers in day-care centers
Cross-cultural adaptation of health-related quality of life measures
Teachers' Education, Classroom Quality, and Young Children's Academic Skills
Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes
Ineffectiveness of Reverse Wording of Questionnaire Items
Parenting interventions to promote early child development in the first three years of life
The teacher-child relationship and children's early school adjustment
Leveraging the biology of adversity to address the roots of disparities in health and development
Reversed item bias
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance
The theory of planned behavior
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
Confirmatory factor analysis with ordinal data
The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis.
Structural Equation Models with Unobservable Variables and Measurement Error
Attitudes and intention of Greek and Cypriot primary education teachers towards teaching pupils with special educational needs in mainstream schools
Associations between structural quality aspects and process quality in Dutch early childhood education and care settings
| Highly cited | No |
|---|