Skip to content

Construction and Standardisation of a Teacher Attitude Scale towards Inclusive Education (TASIE) with a School Survey

  • 12 slides
  • 15 viva questions
  • 6 modules
  • No code needed

@teacher-attitude-scale-inclusive-education-construction-standardisationUpdated Oct 2026

A Likert scale built item by item — CVR, item analysis, reliability, EFA, norms — then used to compare 400 teachers

M.Ed, Inclusive Education · Sem 3–4 · Advanced · 26 weeks · Solo

More info
Degree
Master of Education
Branch
Inclusive Education
Level
Advanced · 26 weeks · Solo
Relevant for
All India
Common at
NCTE / NCERT
Syllabus
NCTE / NCERT NCTE 2014 · M.Ed dissertation (two semesters, viva) · Semester 3–4
Tech stack
  • Likert-type summated rating scale
  • Lawshe's Content Validity Ratio (CVR)
  • Edwards' item analysis (t-value)
  • Cronbach's alpha, split-half (Spearman–Brown), test–retest
  • Exploratory factor analysis (SPSS)
  • SACIE-R (concurrent validity)
  • SPSS / Jamovi
  • MS Excel
For educational purposes only

Unlock this project

Unlock this project, 2,000 rupees one-time

Full PPT + speaker notes, the step-by-step method, READMEFIRST, instructions and all 15 viva answers.

One-time. No subscription, no auto-renew, no drama.

Project packs

Credits never expire and work on any project. Use one here, save the rest for your friend who “will pay you back”.

  1. Pinned

    Construction and Standardisation of a Teacher Attitude Scale towards Inclusive Education (TASIE) with a School Survey

    @teacher-attitude-scale-inclusive-education-construction-standardisation

    1 min

    Overview

    TASIE — Teacher Attitude Scale towards Inclusive Education is an M.Ed dissertation that does two things properly instead of many things loosely: it constructs and standardises a Likert-type attitude scale for Indian school teachers, and it then uses the scale to compare the attitudes of about 400 government and private school teachers.

    Inclusive education is now law and policy, not an option. The Rights of Persons with Disabilities Act, 2016 requires inclusive education in government and government-aided schools, NEP 2020 asks every school to be inclusive, and the Samagra Shiksha inclusive-education component funds resource teachers and aids. Yet whether a child with a disability actually learns in a regular classroom depends heavily on the teacher's beliefs, feelings and readiness to adapt. Many available attitude scales were developed abroad and describe classrooms, support structures and terms that do not match Indian schools.

    The dissertation follows the classical test-construction path taught in Research Methodology: planning the dimensions, writing an item pool of 60 statements, expert review with Lawshe's CVR, a try-out on 150 teachers, Edwards' t-based item analysis, reliability (Cronbach's alpha, split-half with Spearman–Brown, test–retest), validity (content, construct through exploratory factor analysis, concurrent with SACIE-R), and norms (percentiles and z-scores). The final 30-item scale is administered to the main sample, and differences by school type, gender, experience and training are tested with t-tests and ANOVA in SPSS.

    Syllabus alignment

    NCTE / NCERT · NCTE 2014

    M.Ed dissertation (two semesters, viva) · Semester 3–4 · 200 internal

    Subjects this project applies
    • Methodology of Educational Research — tool construction, reliability and validity
    • Educational Statistics (SPSS / Excel) — t-test, ANOVA, factor analysis
    • Inclusive Education specialisation — RPwD Act 2016, UDL, Samagra Shiksha IE component
    • Psychology of Learning and Development — attitude formation and change
    • Teacher Education — pre-service and in-service preparation for inclusion
    How it is evaluated

    See your department's project guidelines.

    15 Unlock

    1 min read · 15 viva questions

  2. Construction and Standardisation of a Teacher Attitude Scale towards Inclusive Education (TASIE) with a School Survey

    @teacher-attitude-scale-inclusive-education-construction-standardisation

    2 min

    Synopsis

    Abstract

    The success of inclusive education in India rests on regular-school teachers, whose attitudes shape how they teach, assess and accept children with disabilities. This study constructs and standardises a Teacher Attitude Scale towards Inclusive Education (TASIE) suited to Indian schools and uses it to study attitudes of government and private school teachers. A 60-item pool across four dimensions is reviewed by ten experts (Lawshe CVR), tried out on 150 teachers and reduced to 30 items through Edwards' item analysis. Reliability is established by Cronbach's alpha, split-half and test–retest methods; validity through content validation, exploratory factor analysis and correlation with SACIE-R. Norms are prepared. The scale is then administered to 400 teachers selected by stratified random sampling, and group differences are analysed with t-test and one-way ANOVA.

    Introduction

    The RPwD Act, 2016 defines inclusive education as a system in which students with and without disabilities learn together, with teaching and learning adapted to the needs of different students. The Samagra Shiksha scheme provides resource support, and NEP 2020 speaks of socio-economically disadvantaged groups, including children with disabilities, as a priority. Policy, however, reaches the child through the teacher. A teacher who believes that a child with low vision "belongs in a special school" will rarely enlarge the worksheet or change the seating.

    Review and gap

    International research has produced several attitude instruments, including the Sentiments, Attitudes and Concerns about Inclusive Education Revised scale (SACIE-R, Forlin et al., 2011). Indian studies often borrow such scales directly or construct short unvalidated questionnaires with no reported item analysis. Very few Indian tools report CVR, item discrimination, factor structure and norms together, and fewer still separate the cognitive, affective and behavioural components of attitude while including India-specific items (resource teachers, large class sizes, board examinations, the RPwD Act).

    Objectives in brief

    To construct, try out, standardise and establish norms for TASIE, and to compare teachers by school management, gender, teaching experience and prior training in inclusive education.

    Feasibility

    • Access: block and district education offices routinely permit M.Ed data collection with a letter from the college.
    • Time: two semesters allow one try-out cycle, a four-week test–retest interval and a main survey.
    • Cost: printing about 700 booklets and travel within one district — within a student budget.
    • Tools: SPSS (college licence) or the free Jamovi for every analysis planned.
  3. Construction and Standardisation of a Teacher Attitude Scale towards Inclusive Education (TASIE) with a School Survey

    @teacher-attitude-scale-inclusive-education-construction-standardisation

    1 min

    Problem statement

    Although the RPwD Act, 2016 and NEP 2020 commit Indian schools to inclusion, children with disabilities are frequently present in classrooms without being included in learning. Teachers' attitudes are a major reason, but schools, DIETs and teacher-education institutions have no reliable, valid, India-specific instrument to measure those attitudes. Borrowed foreign scales use unfamiliar contexts and are rarely re-validated, while locally made questionnaires seldom report reliability, item analysis or norms, so their results cannot be compared across studies or used to plan training.

    The problem of this study is therefore stated as: "Construction and standardisation of a Teacher Attitude Scale towards Inclusive Education and a study of attitudes of government and private school teachers." The study seeks to provide a tool with known psychometric properties and norms, and to identify teacher groups whose attitudes call for targeted in-service support under the Samagra Shiksha inclusive-education component.

  4. Construction and Standardisation of a Teacher Attitude Scale towards Inclusive Education (TASIE) with a School Survey

    @teacher-attitude-scale-inclusive-education-construction-standardisation

    1 min

    Objectives & scope

    1. 01To identify the dimensions of teacher attitude towards inclusive education from literature, policy documents and expert opinion.
    2. 02To prepare an item pool and establish content validity using Lawshe's Content Validity Ratio.
    3. 03To select discriminating items through Edwards' item analysis on a try-out sample.
    4. 04To establish the reliability of the final scale by Cronbach's alpha, split-half and test–retest methods.
    5. 05To establish content, construct (factor-analytic) and concurrent validity of the scale.
    6. 06To prepare percentile and z-score norms for interpreting individual scores.
    7. 07To compare the attitudes of government and private school teachers.
    8. 08To study differences in attitude by gender, teaching experience and prior training in inclusive education.

    Scope

    In scope

    • Teachers of Classes 1–10 in government and private (unaided) schools of one district, following the state board.
    • Four attitude dimensions: beliefs about inclusion, feelings and comfort, willingness to adapt teaching, and perceived school support.
    • Complete standardisation: CVR, item analysis, three reliability estimates, three kinds of validity, norms.
    • Group comparisons with t-test and one-way ANOVA.

    Delimitations

    • The scale measures attitude, not actual classroom practice.
    • Special-school teachers and resource teachers are excluded from the norm group.
    • Norms are local (one district) and should be re-established before use elsewhere.
    • Confirmatory factor analysis on a fresh sample is left to future work.
  5. Construction and Standardisation of a Teacher Attitude Scale towards Inclusive Education (TASIE) with a School Survey

    @teacher-attitude-scale-inclusive-education-construction-standardisation

    2 min

    Methodology

    Research design

    A descriptive survey method with a test-construction (psychometric) phase followed by a comparative survey phase.

    Phase A — Construction and standardisation

    StepProcedureDecision rule
    1. PlanningDimensions from literature, RPwD Act, NEP 2020 and ten teacher interviewsFour dimensions, balanced positive/negative items
    2. Item pool60 statements, five-point agreement scale (SA–SD)Simple language, one idea per item
    3. Expert review10 experts (teacher educators, special educators, school heads) rate each item as essential / useful / not necessaryKeep items with CVR ≥ 0.62 (Lawshe's critical value for 10 experts)
    4. Try-out~45 surviving items given to 150 teachersScoring 5–1 for positive, 1–5 for negative items
    5. Item analysisTop and bottom 27% groups; Edwards' t for each itemRetain t ≥ 1.75; pick 30 items (≈ 7–8 per dimension)
    6. ReliabilityCronbach's α; odd–even split-half with Spearman–Brown; test–retest after 4 weeks (n = 60)α and r ≥ .70 acceptable
    7. ValidityContent (CVR, CVI); construct (EFA — KMO, Bartlett, principal axis, varimax/promax); concurrent (r with SACIE-R, n = 60)Factor loadings ≥ .40; KMO ≥ .60
    8. NormsPercentiles, z-scores and five-level interpretation (highly favourable → highly unfavourable)Based on main sample

    Phase B — Survey

    • Population: Class 1–10 teachers in one district.
    • Sample: 400 teachers by stratified random sampling (school management × locality), 20 schools per stratum, drawn from the UDISE+ school list for the district.
    • Analysis: descriptive statistics, t-test (management, gender, training), one-way ANOVA with post-hoc Tukey/Games–Howell (experience groups), effect sizes (d, η²).

    Timeline (26 weeks, two semesters)

    WeeksWork
    1–4Review, synopsis, dimension planning
    5–8Item pool, expert review, CVR
    9–12Try-out and item analysis
    13–16Reliability and validity studies
    17–21Main survey and norms
    22–26Analysis, writing, pre-submission seminar, viva
  6. Construction and Standardisation of a Teacher Attitude Scale towards Inclusive Education (TASIE) with a School Survey

    @teacher-attitude-scale-inclusive-education-construction-standardisation

    1 min

    Architecture & tech stack

    • Likert-type summated rating scale
    • Lawshe's Content Validity Ratio (CVR)
    • Edwards' item analysis (t-value)
    • Cronbach's alpha, split-half (Spearman–Brown), test–retest
    • Exploratory factor analysis (SPSS)
    • SACIE-R (concurrent validity)
    • SPSS / Jamovi
    • MS Excel

    The dissertation's architecture is its two-phase research design. Phase A produces a standardised tool; Phase B uses that tool to answer the comparative questions.

    flowchart TD
  A["Dimensions from literature, RPwD Act 2016, NEP 2020, interviews"] --> B["Item pool: 60 statements"]
  B --> C["Expert review, 10 judges: Lawshe CVR >= 0.62"]
  C --> D["Try-out on 150 teachers"]
  D --> E["Item analysis: top vs bottom 27%, Edwards t >= 1.75"]
  E --> F["Final TASIE: 30 items, 4 dimensions"]
  F --> G["Reliability: alpha, split-half, test-retest"]
  F --> H["Validity: CVI, EFA, r with SACIE-R"]
  G --> I[Norms: percentiles and z-scores]
  H --> I
  I --> J["Main survey: 400 teachers, stratified random"]
  J --> K["t-test, ANOVA, effect sizes in SPSS"]
  K --> L[Findings and training implications]

    Dimensions of TASIE

    DimensionComponent of attitudeSample item (positive)
    D1 Beliefs about inclusionCognitive"Children with disabilities learn social skills better in a regular classroom."
    D2 Feelings and comfortAffective"I feel at ease when a child who uses a wheelchair joins my class."
    D3 Willingness to adaptBehavioural"I am willing to change my seating plan and worksheets for a child with low vision."
    D4 Perceived supportContextual"Our resource teacher gives me practical help when I need it."

    Negative items (for example, "Including children with intellectual disability lowers the standard of the class") are mixed with positive ones so that acquiescence can be detected; they are reverse-scored.

    Data management

    Every respondent gets a code; school names are replaced by stratum codes in the dataset. Consent sheets are stored apart from response sheets, and the SPSS file holds no names.

  7. Construction and Standardisation of a Teacher Attitude Scale towards Inclusive Education (TASIE) with a School Survey

    @teacher-attitude-scale-inclusive-education-construction-standardisation

    6 modules

    Modules

    • Planning and Item Writing

      Define attitude and inclusive education operationally, fix the four dimensions, write 60 balanced positive and negative statements in English and the regional language, and back-translate the items to check meaning before expert review.

    • Expert Validation (CVR)

      Send the item pool with a rating sheet to ten experts, compute Lawshe's CVR for every item and the scale-level CVI in Excel, and revise or drop items that fall below the critical value of 0.62.

    • Try-out and Item Analysis

      Administer the reviewed items to 150 teachers, score them, form top and bottom 27% groups on total score, compute Edwards' t for each item and select the 30 most discriminating items spread across dimensions.

    • Reliability and Validity

      Compute Cronbach's alpha overall and per dimension, odd–even split-half corrected by Spearman–Brown, and a four-week test–retest correlation; run exploratory factor analysis with KMO and Bartlett's test; correlate TASIE with SACIE-R for concurrent validity.

    • Norms and Manual

      Prepare percentile ranks, z-scores and a five-level interpretation table from the main sample, and write a short test manual covering administration, scoring key, reliability, validity and norms.

    • Comparative Survey and Report

      Survey 400 teachers, test the hypotheses with t-tests and ANOVA with effect sizes, interpret findings against the RPwD Act and Samagra Shiksha provisions, and write the dissertation with training recommendations for DIETs.

  8. Construction and Standardisation of a Teacher Attitude Scale towards Inclusive Education (TASIE) with a School Survey

    @teacher-attitude-scale-inclusive-education-construction-standardisation

    Locked

    Presentation

    12 slides with speaker notes. The outline below is free; the bullets, notes and the generated .pptx unlock with the project.

    1. Construction and Standardisation of TASIE
    2. Need for the Study
    3. Statement of the Problem and Objectives
    4. Hypotheses
    5. Dimensions of TASIE
    6. Content Validation
    7. Try-out and Item Analysis
    8. Reliability and Validity
    9. Norms
    10. Survey Sample and Analysis
    11. Major Findings
    12. Implications and Suggestions

    Bullets, speaker notes and the .pptx download unlock with the project.

    Presentation is locked: 12 slides, Speaker notes, .pptx download.

    Unlock for ₹2,000
  9. Construction and Standardisation of a Teacher Attitude Scale towards Inclusive Education (TASIE) with a School Survey

    @teacher-attitude-scale-inclusive-education-construction-standardisation

    Locked

    How to run

    A research, analysis or design project, so there's no code bundle: 1 step to carry it out with Likert-type summated rating scale, Lawshe's Content Validity Ratio (CVR) and Edwards' item analysis (t-value).

    The good part is behind this lock. Like every good viva answer.

    How to run is locked: 1 step.

    Unlock for ₹2,000
  12. Construction and Standardisation of a Teacher Attitude Scale towards Inclusive Education (TASIE) with a School Survey

    @teacher-attitude-scale-inclusive-education-construction-standardisation

    1 min

    Future scope

    • Confirmatory factor analysis of the four-factor structure on a fresh sample (AMOS/JASP).
    • Parallel forms in Kannada, Hindi, Tamil and other regional languages, with cross-language equivalence testing.
    • Pre-service version for B.Ed trainees and a comparison before and after the inclusive-education paper.
    • Intervention study — measure change in TASIE scores after a DIET in-service module on Universal Design for Learning.
    • Link attitude to practice using classroom observation schedules.
  13. Construction and Standardisation of a Teacher Attitude Scale towards Inclusive Education (TASIE) with a School Survey

    @teacher-attitude-scale-inclusive-education-construction-standardisation

    9 sources

    References

    1. The Rights of Persons with Disabilities Act, 2016 — Ministry of Law and Justice, Government of India (India Code)
    2. National Education Policy 2020 — Ministry of Education, Government of India
    3. Samagra Shiksha — Ministry of Education, Government of India
    4. Forlin, C., Earle, C., Loreman, T., & Sharma, U. (2011). The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale for measuring pre-service teachers' perceptions about inclusion. Exceptionality Education International, 21(3), 50–65.
    5. Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575.
    6. Edwards, A. L. (1957). Techniques of Attitude Scale Construction. Appleton-Century-Crofts.
    7. Best, J. W., & Kahn, J. V. Research in Education, 10th ed. Pearson.
    8. Garrett, H. E. Statistics in Psychology and Education. Paragon International (Indian reprint).
    9. NCTE Regulations, 2014 — National Council for Teacher Education

    Cite this bundle

    OnlyProjects. (2026). Construction and Standardisation of a Teacher Attitude Scale towards Inclusive Education (TASIE) with a School Survey: M.Ed Inclusive Education project bundle [Educational resource]. https://onlyprojects.online/projects/med-inclusive-teacher-attitude-scale-inclusive-education-construction-standardisation

Slides, diagrams & files

12 slides. Titles are free; bullets, speaker notes and the .pptx unlock with the project.

  1. SLIDE 1

    Construction and Standardisation of TASIE

  2. SLIDE 2

    Need for the Study

  3. SLIDE 3

    Statement of the Problem and Objectives

  4. SLIDE 4

    Hypotheses

  5. SLIDE 5

    Dimensions of TASIE

  6. SLIDE 6

    Content Validation

  7. SLIDE 7

    Try-out and Item Analysis

  8. SLIDE 8

    Reliability and Validity

  9. SLIDE 9

    Norms

  10. SLIDE 10

    Survey Sample and Analysis

  11. SLIDE 11

    Major Findings

  12. SLIDE 12

    Implications and Suggestions

Architecture diagram

1
flowchart TD
  A["Dimensions from literature, RPwD Act 2016, NEP 2020, interviews"] --> B["Item pool: 60 statements"]
  B --> C["Expert review, 10 judges: Lawshe CVR >= 0.62"]
  C --> D["Try-out on 150 teachers"]
  D --> E["Item analysis: top vs bottom 27%, Edwards t >= 1.75"]
  E --> F["Final TASIE: 30 items, 4 dimensions"]
  F --> G["Reliability: alpha, split-half, test-retest"]
  F --> H["Validity: CVI, EFA, r with SACIE-R"]
  G --> I[Norms: percentiles and z-scores]
  H --> I
  I --> J["Main survey: 400 teachers, stratified random"]
  J --> K["t-test, ANOVA, effect sizes in SPSS"]
  K --> L[Findings and training implications]

Files

Viva questions & answers

3 of 15 questions free. Explain each answer in your own words before you move on.

  1. Concept

    How do you define attitude in your study, and what are its components?

    I define attitude as a relatively stable predisposition to respond favourably or unfavourably towards inclusive education. Following the tripartite model, it has cognitive (beliefs), affective (feelings) and behavioural (readiness to act) components, and I added a contextual dimension on perceived school support because it strongly shapes Indian teachers' responses.

  2. Concept

    What does the RPwD Act, 2016 say about inclusive education?

    The Act defines inclusive education as a system where students with and without disabilities learn together, with teaching and learning suitably adapted. It places duties on government and government-aided institutions to admit children with disabilities without discrimination, provide reasonable accommodation and train teachers, which is why teacher attitude matters for implementation.

  3. Concept

    What is the difference between reliability and validity?

    Reliability is the consistency of scores — whether TASIE gives similar results across items, halves and occasions. Validity is whether it measures attitude towards inclusive education and not something else. A scale can be reliable without being valid, but it cannot be valid without being reliable, so I established both.

+12 more questions

They and the answers unlock with the project. Try answering the ones above yourself first. Your examiner will.

Unlock all 15 answers · ₹2,000

Related projects

Construction and Validation of a Blueprint-Based Achievement Test in Class 8 Algebra@class-8-algebra-achievement-test-construction-validation · M.Ed · Mathematics EducationFree preview

For educational purposes only. Use this bundle to understand how the project works, then build and write your own. Submitting it verbatim is between you, your conscience and your external examiner.

Related projects

Construction and Validation of a Blueprint-Based Achievement Test in Class 8 Algebra@class-8-algebra-achievement-test-construction-validation · M.Ed · Mathematics EducationFree preview
For educational purposes only

Study it. Cite it. Don't photocopy it. Your viva will find out.

© 2026 OnlyProjects · For educational purposes only.