Psychometric properties and Rasch validation of the teachers' version of the Perception of Resources Questionnaire.

Autor/inn/en	Alnahdi, Ghaleb H.; Goldan, Janka; Schwab, Susanne
Titel	Psychometric properties and Rasch validation of the teachers' version of the Perception of Resources Questionnaire. Gefälligkeitsübersetzung: Psychometrische Eigenschaften und Rasch-Validierung der Lehrerversion des Fragebogens zur Wahrnehmung von Ressourcen (DeepL).
Quelle	In: Frontiers in psychology, (2021) 12, 10 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2021.633801
Schlagwörter	Fragebogen; Testvalidität; Einstellung (Psy); Konstruktvalidität; Psychometrie; Lehrer; Schulische Integration; Lehren; Fremdsprachenunterricht; Einwanderung; Sonderpädagogik; Sonderpädagogischer Förderbedarf; Inklusion
Abstract	Research indicates that the perception of available resources is a key factor for the implementation of inclusive education. Regarding the teachers, a relatively high level of perceived personnel and physical resources is associated with more positive attitudes toward inclusive education and experiencing a higher level of self-efficacy. Thus, this study aims to examine the psychometric properties of the teacher version of the Perceptions of Resources Questionnaire (PRQ-T). Data were collected from a sample of 1,078 in-service teachers in Austria. Different statistical analyses were used, including Rasch analysis and confirmatory factor analysis. The results indicated good psychometric properties of the PRQ-T regarding internal consistency measured by person separation index (PSI) and construct validity by both confirmatory factor analysis and the Rasch analysis. Moreover, the findings supported that the PRQ-T is a two-factor scale to measure teachers' perceptions of personnel and physical resources in inclusive education. Further studies with different samples are necessary to confirm the findings. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/1