The Analysis of the structure, validity, and reliability of an inclusive physical education self-efficacy instrument for Lithuanian physical education teachers

The purpose of this study was to investigate (a) the validity and reliability of the inclusive Self-efficacy Instrument for Physical Education Teacher scale (SE-PETE-D), using a Lithuanian physical education (PE) teachers’ sample, and (b) the impact of type of disability and personal attributes. The English version of the scale was translated into Lithuanian using the back-translation technique. The participants were 193 PE teachers working in Lithuanian schools (60 males and 132 females), ages between 22 and 65 years (M = 46.47 years, SD = 9.08 years). The content and construct validity of the instrument was supported. The results of the factor analysis indicated a one-factor solution for the instrument’s intellectual disability (ID), physical disability (PD), and visual impairment (VI) subscales. Cronbach’s alpha reliability was high (ID = 0.96, PD = 0.97, and VI = 0.98). Test–retest correlation analysis showed a satisfactory coefficient (ID = 0.54, p <.05; PD = 0.75, p <.01; and VI = 0.63, p <.01; total of SE-PETE-D = 0.70, p <.01). The type of the students’ disability and the teachers’ adapted physical education (APE) training significantly influenced the teachers’ self-efficacy (p <.05). The Lithuanian version of the SE-PETE-D appears to be a valid and reliable instrument, enabling future research on Lithuanian PE teachers