The study investigated the factorial invariance and factor structure of the Wallace Self-Concept Scale (WSCS) between regular class-room and special education teachers. At issue was the question of whether a given self-referent scale is generalizable across different types of teachers who function in different kinds of teaching environments. The varimax rotation produced three factors which were labeled as personal attribute, personal energy and personal temperament. Factor structure similarity between varimax solutions for the two groups was determined by the use of the factorial invariance program, RELATE. The analysis confirmed the hypothesis that the factor structure of the WSCS is invariant across the two populations in question.

This study reports the results of a questionnaire on attitudes toward mainstreaming handicapped students administered to graduate counseling students at a Midwestern university. Implications for counselor education programs are suggested.

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