Perceived School Support in Inclusive Education

The aim of this study is to adapt Perceived School Support Scale in Inclusive Education (Ahmmed, 2013) to Turkish. In the scope of the research, adapted scale was applied to 221 teachers. In confirmatory factor analysis, it is observed that one dimensional model which consists of eight items adapted well. In order to examine the psychometric properties of the scale, internal consistency, item and factor analysis were conducted.  Internal consistency analysis results of the scale is .85 were found, it was seen that the required rate was achieved with reliability by analyzes. Original single factor structure of PSSSIE (Perceived School Support Scale in İnclusive Education) was determined to comply with Turkish sample in accordance with the results from item distinctiveness and confirmatory factor analysis (x²= 97.57, sd= 20, RMSEA= .133, NFI=.92, NNFI= .91, CFI = .93, IFI=.93,SRMR=066, GFI= .90).In this condition, for the Turkish sample group of the scale is expected to be applied  to determine “Perceived School Support in İnclusive Education” levels of teachers in education process

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