ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1425152
This article is part of the Research TopicScales Validation in the Context of Inclusive EducationView all 10 articles
The Psychometric Properties of the Arabic Version of the Teachers Attitudes Towards Differentiated Instruction Scale (TAT-DIS)
Provisionally accepted
- 1Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia
- 2Humboldt University of Berlin, Berlin, Germany
- 3University of Monterrey, San Pedro Garza García, Nuevo León4, Mexico
- 4King Abdulaziz University, Jeddah, Makkah, Saudi Arabia
- 5Leuphana University Lüneburg, Lüneburg, Lower Saxony, Germany
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According to literature, teachers' attitudes are a strong predictor of their differentiated instructional practice. However, empirical research exploring teachers' attitudes, specifically towards the practice of DI, is still quite limited. Currently, there is only one instrument available that assesses teachers' attitudes towards DI, that is the Teachers' Attitudes towards Differentiated Instructional Scale (TAT-DIS), which has not been explored within any Arabian country. With this background, this study examines the psychometric characteristics of the Arabic version of the tool. A total 221 teachers in two Arabic countries, Egypt and Saudi Arabia, participated in the study. Results of the confirmatory analysis confirmed the hypothesized two-factor structure and internal consistencies of the subscales were good. Limitations and implications of the study are further discussed.
Keywords: TAT-DIS1, differentiated instruction2, teachers' attitudes3, psychometric properties4, inclusive education5
Received: 29 Apr 2024; Accepted: 09 Jul 2025.
Copyright: © 2025 Alnahdi, Pozas, Sulaimani and Letzel-Alt. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Marcela Pozas, Humboldt University of Berlin, Berlin, Germany
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