Measuring perceived school support for inclusive education in Bangladesh: The development of a context-specific scale

Masud Ahmmed

Research output: Contribution to journalArticleResearchpeer-review

4 Citations (Scopus)

Abstract

International studies have identified that teachers require adequate support, including human and material resources, if they are to successfully implement inclusive education (IE) in regular classes. Past research shows that the level of support teachers feel they are receiving, from members of the school community and in the provision of appropriate teaching resources and training, may influence their attitudes towards IE and their willingness to undertake IE. Conceptualizing perceived school support as a subjective norm within the theory of planned behaviour, a context-specific, `Perceived School Support for Inclusive Education? (PSSIE) scale was developed to measure teachers perceptions of support. This paper reports the development process of the PSSIE scale which included item generation, content validation and statistical procedures. Using a four-stage sampling method, a sample of 1,387 primary school teachers from the Dhaka Division of Bangladesh was selected for this study. The results provide preliminary evidence that the PSSIE (with eight items) meets the standards for reliability and, thus, presents as a useful scale by which to measure teachers? perceptions of school support for implementing IE. The paper also illustrates limitations and direction for further studies.
Original languageEnglish
Pages (from-to)337 - 344
Number of pages8
JournalAsia Pacific Education Review
Volume14
Issue number3
DOIs
Publication statusPublished - 2013

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