Abstract
This study aims to validate the Classroom Climate for an Inclusive Education Questionnaire (CCIEQ) to assess the quality of the conditions for inclusive teaching performance through three different procedures. Firstly, the study aims to evaluate the questionnaire’s content validity, culminating in the selection of nine theoretically dimensions validated quantitatively by means of an adequate Minimum Discrepancy of the Chi-square Value Divided by Degree of Freedom Index (CMIN/DF). Secondly, it seeks to assess the construct validity of the questionnaire with a Robust Exploratory Factor Analysis Technique and Hull Method to evaluate internal consistency for a final configuration of a single factor to obtain a single final score. Thirdly, the study aims to evaluate the questionnaire’s convergent validity, showing the existing correlations with other instruments previously validated for the same purpose (CEFI-R, UDL-checklist Test) using a common participant sample. To achieve these objectives, a sample of 153 in service teachers was used, recruited for the study sample from four different countries (Spain, Turkey, Latvia and Poland) through cluster sampling. The results show excellent psychometric properties and convergent validity of the CCIEQ, so its use as a scientific tool for samples of European in-service teachers is validated.
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