The Analysis of the Structure, Validity, and Reliability of an Inclusive Physical Education Self-Efficacy Instrument for Lithuanian Physical Education Teachers

Abstract

The purpose of this study was to investigate (a) the validity and reliability of the inclusive Self-efficacy Instrument for Physical Education Teacher scale (SE-PETE-D), using a Lithuanian physical education (PE) teachers' sample, and (b) the impact of type of disability and personal attributes. The English version of the scale was translated into Lithuanian using the back-translation technique. The participants were 193 PE teachers working in Lithuanian schools (60 males and 132 females), ages between 22 and 65 years (M = 46.47 years, SD = 9.08 years). The content and construct validity of the instrument was supported. The results of the factor analysis indicated a one-factor solution for the instrument's intellectual disability (ID), physical disability (PD), and visual impairment (VI) subscales. Cronbach's alpha reliability was high (ID = 0.96, PD = 0.97, and VI = 0.98). Test-retest correlation analysis showed a satisfactory coefficient (ID = 0.54, p < .05; PD = 0.75, p < .01; and VI = 0.63, p < .01; total of SE-PETE-D = 0.70, p < .01). The type of the students' disability and the teachers' adapted physical education (APE) training significantly influenced the teachers' self-efficacy (p < .05). The Lithuanian version of the SE-PETE-D appears to be a valid and reliable instrument, enabling future research on Lithuanian PE teachers.

Effects of the COVID-19 Pandemic on Sports Entrepreneurship

“…The scales have good psychometric properties of reliability (Cronbach's alpha) and validity (Kaiser-Meyer-Olkin test and Barlett's test of sphericity) (Table 1). All the reliability data range between 0.70 and 0.85, which are adequate values [42], while the Kaiser-Meyer-Olkin (KMO) value is always higher than 0.50 and lower than 1 (0.50 < KMO < 1); additionally, for both scales, the Barlett's test of sphericity is significant (< 0.05) [43]. Paired sample-t tests were conducted to compare the means in the SE and SQ dimensions before (Time I) and after (Time II) the onset of COVID-19.…”

A Systematic Review on Inclusive Education of Students with Visual Impairment

“…Of the seven reviewed articles that focused on the perception of general education teachers, six [19,[26][27][28][29][30] pertained to the attitude of teachers toward the inclusive education of students with visual impairment and one [31] to teachers' perceptions about the academic engagement of students with visual impairment in an inclusive setting.…”

“…However, the findings from the five studies [19,[27][28][29][30] illustrated a mixture of positive and negative attitudes among teachers. For example, a qualitative study by Ravenscroft et al [27] examined the attitudes of 253 elementary school teachers in Turkey using questionnaires, revealing a positive attitude toward inclusion.…”

“…Of the six articles that discussed the attitudes of teachers, five [19,[27][28][29][30]] described the factors. There were three major themes within the factors: teacher-related, student-related, and environment-related.…”

“…In contrast, Selickaite et al [28] measured teachers' perceived self-efficacy to explore their attitudes toward inclusive education. Teachers' sense of self-efficacy is a concept developed by Bandura [32] and is interpreted as the belief in one's capacity to attain a certain level of performance.…”