Psychometric properties of principals’ attitudes toward inclusive education (PATIE) scale: Arabic version

Abstract

Abstract Background Inclusive education is critical for the successful integration of students with disabilities into general education schools, and principals’ attitudes play a crucial role in this process. Despite the recognized significance of attitudes, there remains a gap in understanding these attitudes among principals in Arabic-speaking regions concerning inclusive education practices. This study aims to bridge this gap by validating and assessing the reliability of the Arabic version of the Principals’ Attitudes Toward Inclusive Education (PATIE) scale. Methods To measure these attitudes in the Arab region, the current study validated and assessed the reliability of the Arabic version of the Principals’ Attitudes Toward Inclusive Education (PATIE) scale using a sample of 391 principals from schools that have in place inclusion programs for students with disabilities. Confirmatory factor analysis (CFA) was employed to validate the scale’s structural, discriminant, and convergent validity, while Cronbach’s alpha and composite reliability (CR) were utilized to evaluate the scale’s reliability. Results The results demonstrated the strong validity and reliability of the Arabic version of the PATIE, with all five factors displaying good reliability. Conclusions These findings suggest that the scale can effectively measure attitudes toward inclusive education in Arabic-speaking countries. This study’s implications for research and practice are significant, as they underscore the importance of positive attitudes among principals in promoting inclusive education and provide a validated tool for measuring these attitudes.