Development And Preliminary Application Of The Trust Questionnaire For Inclusive Education Teachers

Teacher-student trust is a prerequisite for effective education,and the trust between home and school is the core of home-school cooperative education.Respectful and trusting interaction between teachers in ordinary schools and special students and their parents is the basis for successful inclusive education.The study aims to develop a questionnaire to measure the status of inclusive education teachers’ trust in special students and their parents,and initially investigate the status of inclusive education teachers’ trust.This study uses a combination method of qualitative and quantitative research,which is divided into two aspects: in the first part,8 in-service inclusive education teachers were interviewed using a self-compiled outline to initially explore the structure of trust of inclusive education teachers.On this basis,we compiled our own questionnaire,and after two tests and several revisions,we finally formed the Trust Questionnaire for Inclusive Education Teachers with good reliability and validity.The second part is the preliminary application of the questionnaire,using the questionnaire to investigate the trust level of 204 inclusive education teachers,and analyze their overall status and specific characteristics.The results of the research are as follows:(1)After interviews,preparation of entries,expert evaluation,pilot testing,and formal administration,the Trust Questionnaire for Inclusive Education Teachers was formed,containing two sub-questionnaires,covering three dimensions of attitude trust,competence trust,and quality trust of inclusive education teachers towards special students,and two dimensions of teachers’ attitude and emotion trust and action trust towards parents.The cumulative variance contributions of the two sub-questionnaires were 70% and75%,respectively,both with clear structures and good model fits.(2)The results of questionnaire item analysis,exploratory and confirmatory factor analysis are satisfying,indicating good reliability and validity,and reasonable structure.(3)Inclusive education teachers’ trust is high,and trust in parents is higher than for special students.The level of trust differs significantly by professional category and student gender,and some dimensions differ significantly by teacher gender,contact time with special students,and experience of head teachers.From the above results,preliminary conclusions can be drawn: The self-compiled the Trust Questionnaire for Inclusive Education Teachers distinguishes between two sub-questionnaires based on the object of trust.The former contains trust in students’ attitude,ability,and quality,while the latter includes trust in parents’ attitude and emotion,and trust in their ability to act.The questionnaire is reliable and valid,and can serve as a measurement tool to study inclusive education teachers’ trust in special students and parents.Inclusive education teachers have a high level of trust,and there are individual differences in the factors of teachers themselves and special students.This study makes the following recommendations in terms of inclusive education teachers,parents and schools:(1)Teachers should enhance trust in students’ abilities and establish reasonable expectations.(2)Inclusive education teachers should value trust and externalize trusting behaviors.(3)Parents should mobilize enthusiasm and promote two-way parent-teacher mutual trust.(4)Schools should provide support to establishing a favorable environment for home-school cooperation.