Developing and Validating a Questionnaire Assessing Teachers’ Knowledge, Attitude, and Practice Toward Inclusive Education for DHH Students

Abstract

This study aimed to develop, validate, and assess the reliability of a linguistically and culturally appropriate Malay-language Knowledge, Attitude, and Practice (KAP) survey to evaluate teachers’ preparedness for including Deaf and Hard-of-Hearing (DHH) students who use listening devices in mainstream classrooms. The instrument was created through literature reviews and expert input, with content and face validity established by expert and field testing. Reliability was assessed using internal consistency (Cronbach’s α) and test-retest reliability (Intraclass Correlation Coefficient [ICC] and Cohen’s kappa). The instrument demonstrated excellent content validity, indicating unanimous expert agreement on item relevance and representativeness (CVI= 1). Face validity feedback confirmed the linguistic clarity, appropriateness, and relevance of the items. Test-retest reliability showed excellent stability for the knowledge domain (ICC= 0.95), while Cronbach’s alpha values for the attitude (α= 0.86) and practice (α= 0.78) domains indicated good internal consistency. Cohen’s kappa values for knowledge categorical items reflected substantial to almost perfect agreement. The results confirmed that Teachers’ Questionnaire on the Inclusion of DHH Students in Mainstream Education (TIDE-Q) is a psychometrically sound tool for evaluating teachers’ preparedness to support the communication and educational needs of DHH students who use spoken language in mainstream schools.