A Study of Content Validity and Reliability of an Instrument to Diagnose Inclusion Processes in Teacher Colleges

Abstract

It is necessary to have instruments to evaluate inclusion processes in teacher colleges that are pertinent to the challenges of an information society and that apply socially-oriented training. In this respect, the aim of this study was to determine the validity and reliability of a rubric to diagnose inclusion processes in teacher colleges in accordance with a social orientation to promote better decision-making in teacher education. To do this, an instrumental study was carried out based on the following steps: 1) contrasting the construct’s validity using the Factor Analysis technique, and 2) determining the reliability of the instrument by applying it to a sample of 433 participants. The results of the factor analysis met the requirements for exploratory factor analysis (EFA). Statistically significant correlations were obtained between the items of the rubric, adequate commonalities values and the EFA extracted a main component. The reliability analysis shows a Cronbach’s Alpha value of 0.915. As a conclusion, a pertinent instrument is presented to diagnose inclusion processes in education aimed at teacher training, since, when evaluated, it showed a significant concordance in its content and high reliability.