Validation of the self-assessment questionnaire of the context of practice and self-efficacy towards the inclusion of LGBTIQ+ people in higher education

Authors

DOI:

https://doi.org/10.30827/relieve.v31i1.30646

Keywords:

LGBTIQ , students, higher education, inclusion, validity, reliability
Agencies: Spanish Ministry of Science and Innovation, State Research Agency, European Union, within the framework of the State Programme to Promote Scientific and Technical Research and its Transfer, of the State Plan for Scientific, Technical and Innovation Research 2021-2023, Project PID2021-128041NB-I00 ‘The training of education professionals and gender diversity. Perceptions and educational practices towards the inclusion of LGBTIQ students’.

Abstract

This paper aims to present the results of the process of construct validation of the Self-Assessment Questionnaire in the context of practice and self-efficacy of education students towards including LGBTIQ+ people in higher education. The research is part of the instrumental studies; the reference population are students of Bachelor's and Master's Degrees in Education of Spanish faculties; the pilot sample of the questionnaire is 334 students. Two procedures were used for construct validation: exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Cronbach's Alpha coefficient was used to establish reliability. The results of the AFE point to six factors in the CONTEXT OF PRACTICE scale (Activities and resources, Faculty policy, Practicum, Classroom climate, Institutional climate, Curriculum) and two factors in the SELF-EFFICIENCY scale (Curriculum design and development and Problem management). The CFA shows satisfactory levels of final fit. It is concluded that the questionnaire, in the light of the design and validation process developed, is a robust, reliable and valid instrument for understanding the context of educational practices and self-efficacy in the training of education professionals about gender diversity and its inclusion in the academic profile.

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Author Biographies

José Tejada Fernández, Autonomous University of Barcelona

He holds a degree in Psychology (1980) and Pedagogy (1983) and a PhD in Education Sciences (1987) from the Autonomous University of Barcelona. He is Professor of Didactics and School Organisation. He has been attached to the Department of Applied Pedagogy of the Faculty of Education Sciences at the Autonomous University of Barcelona since September 1983. He is a specialist in educational innovation, job training, training for training professionals, skills-based training, and evaluation of training plans and programmes. He teaches and conducts research at the university and non-university level in these fields, at the undergraduate, doctoral, master's and postgraduate levels, both nationally and internationally. Member of the Core Team of the CIFO Research Group (Occupational Training Research Group) since 1995. Consolidated university research group by the Agency for University and Research Management and Aid (Generalitat de Catalunya), renewal 2022- SGR 01302, resolution of 13 January 2022).

Pedro Jurado de los Santos, Autonomous University of Barcelona

Doctor of Education Sciences, Professor of Didactics and School Organisation, Department of Applied Pedagogy, Autonomous University of Barcelona. He has worked as a trainer, training manager and coordinator, teacher and researcher. He participates in postgraduate, master's and university extension courses at national and international level. He has published numerous articles in journals, book chapters and encyclopaedias, focusing on teacher training, teaching-learning processes and the educational, social and labour inclusion of people with special support needs. He has participated, as principal investigator or as a member of the research team, in studies related to teacher training, social guarantee programmes, disruptive behaviour and academic failure, evaluation of educational inclusion, transition, gender diversity and general needs analysis.

Antoni Navío Gámez, Autonomous University of Barcelona

Bachelor's degree in Philosophy and Arts (Education Sciences) (1993) and PhD in Pedagogy (2001) from the Autonomous University of Barcelona. He is a tenured university professor of Didactics and Educational Organisation, attached to the Department of Applied Pedagogy, Faculty of Education Sciences at the Autonomous University of Barcelona. He is an expert in job training, trainer training, professional skills and the assessment of learning and training programmes. His research activity is carried out within the framework of the CIFO (Occupational Training Research Group), a consolidated university research group by the Agency for University and Research Management (Generalitat de Catalunya) (2022-SGR01302), of which he is the coordinator.

Robert G. Valls-Figuera, University of Barcelona

He holds a degree in Political Science and Administration (UPF) and master's degrees in Educational Research and Change (UB) and University Teaching (UB). He is a Doctor of the Education and Society Programme (UB) and a lecturer (assistant professor) in the Department of Research Methods and Diagnosis in Education at the University of Barcelona. He is a member of the TRALS research group and a collaborator with the CIFO Collective as a result of his Margarita Salas postdoctoral fellowship.

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2025-06-30

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Tejada Fernández, J., Jurado de los Santos, P., Navío Gámez, A., & Valls-Figuera, R. G. (2025). Validation of the self-assessment questionnaire of the context of practice and self-efficacy towards the inclusion of LGBTIQ+ people in higher education. RELIEVE – Electronic Journal of Educational Research and Evaluation, 31(1). https://doi.org/10.30827/relieve.v31i1.30646

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Vol. 31 No. 1 (2025): Revista RELIEVE

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Research Articles

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Copyright (c) 2025 José Tejada Fernández, Pedro Jurado de los Santos, Antoni Navío Gámez, Robert G. Valls-Figuera

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