Validation study demonstrates structural validity and reliability of the social justice mathematics scale in preservice teachers, highlighting its utility for teacher education research.
Key Points
To adapt and evaluate the psychometric properties of the Teaching Mathematics for Social Justice Beliefs (TMfSJ-beliefs) scale for preservice teachers in Turkey.
Followed international test adaptation guidelines, including forward-back translation, expert semantic reviews, and cognitive interviews across ten universities.
Administered the 11-item, six-point Likert-type scale to a pilot sample (n = 133) and a validation sample (n = 359) of preservice primary and elementary mathematics teachers.
Performed exploratory and confirmatory factor analyses using polychoric correlations and the WLSMV estimator, alongside Cronbach's alpha and McDonald's omega reliability estimates.
Confirmatory factor analysis confirmed a three-factor, 11-item structure matching the original subscales with acceptable fit in the main sample (CFI = .93, TLI = .91, RMSEA = .08, SRMR = .07).
Internal consistency metrics showed adequate reliability for two subscales and slightly lower, theoretically coherent reliability for the inclusiveness subscale.