Culturally adapted assessment of pre-service teachers’ attitudes towards inclusive education
A comparative study in Iraqi Kurdistan
Bibliographic Data
| ID | 22427902 |
|---|---|
| Authors | Ali Emad Muhammad (0000-0001-7478-3085, Salahaddin University-Erbil, corresponding author) |
| Year | 2026 |
| Publication date | 2026-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Research in Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 1745-4999 • E-ISSN: 1745-4999 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/17454999261457233 |
| OpenAlex | W7163068188 |
| Language | EN |
| Citations received | 1 |
| References cited | 71 |
This study contributes to comparative and international education research by validating a culturally adapted Teachers’ Attitudes towards Inclusive Education (TATIE) scale in Iraqi Kurdistan and conducting a rigorous comparative evaluation of pre-service teachers. Addressing methodological challenges in cross-cultural studies, the research analyzes data from 500 pre-service teachers using Partial Least Squares Structural Equation Modeling. Beyond establishing the reliability and construct validity of the adapted scale, the study integrates Multi-Group Analysis (MGA) and ANOVA to conduct a comparative analysis of demographic subgroups. The results reveal significant disparities in both measurement invariance and latent mean scores; specifically, participants with prior training and familiarity with inclusive practices demonstrated markedly higher self-efficacy and more favorable attitudes compared to their untrained and unfamiliar peers. Furthermore, significant variations were observed across gender and age groups. These empirically grounded insights offer valuable guidance for tailoring teacher education curricula in diverse cultural settings, contributing to the broader global discourse on equitable pedagogies.
Comparative education · Construct validity · Cultural diversity · Curriculum · Grounded theory · Measurement invariance · Structural equation modeling · Global Educational Policies and Reforms · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation
Measuring teacher efficacy to implement inclusive practices
Self-efficacy
Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs
Testing measurement invariance across groups
The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (Sacie-R) Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion
An Introduction to Structural Equation Modeling
The relationship between social desirability bias and self-reports of health, substance use, and social network factors among urban substance users in Baltimore, Maryland
The theory of planned behavior
When to use and how to report the results of PLS-SEM
Common Method Bias in PLS-SEM
Guidelines for the Process of Cross-Cultural Adaptation of Self-Report Measures
Structural Equation Models with Unobservable Variables and Measurement Error
The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education
Attitudes Toward Inclusive Education
The effect of teacher’s attitudes in supporting inclusive education by catering to diverse learners
Preservice teachers as curriculum creators
Construct Validity of a Self-Report Measure of Teacher Beliefs Related to Constructivist and Traditional Approaches to Teaching and Learning
Pre-Service Teachers’ Attitudes Toward Inclusive Education During Their Studies in Bahrain Teachers College
Psychometric properties of principals’ attitudes toward inclusive education (Patie) scale
Quality of inclusive primary schools in Duhok governorate, Kurdistan region of Iraq
Establishing the foundations for an inclusive education system in Iraq
Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities
Exploring factors influencing parents' and early childhood practitioners' beliefs about inclusion
Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland
Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school
Measuring pre-service teachers' attitudes towards inclusive education
Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education
Exploring teacher self-efficacy for inclusive practices in three diverse countries
Measuring preservice foreign language teachers' attitudes toward inclusive education through a newly developed scale
Construct validity in psychological tests
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |