Assessing teachers’ competencies for managing diversity and inclusion: design and validation of a Spanish multidimensional scale

Teachers’ competencies are a key determinant of inclusive education, yet existing instruments tend to assess isolated aspects such as attitudes, self-efficacy or contextual barriers. This study designed and validated a multidimensional scale measuring teachers’ perceptions of the competencies needed to manage diversity and inclusion. Following a three-stage mixed-method design, items were derived from a systematic literature review and open-ended responses from 94 in-service teachers. The item pool was then refined through judgment by six experts in inclusive education and three teachers from related disciplines. Finally, the scale was administered to 209 in-service teachers from Spain and Colombia and examined through exploratory factor analysis (EFA) and reliability testing. The EFA retained 46 items in five factors explaining 75.99% of the variance: (1) inclusive methodology and relationship with the environment, (2) inclusive adaptation and integration, (3) inclusive communication and self-management, (4) inclusive instructional design and process, and (5) interculturalism. Internal consistency was high (Cronbach’s alpha = 0.988). Perceptions did not differ by gender, whereas Spanish and Colombian teachers differed on adaptation-related subdimensions. By integrating reseach evidence with practitioners' perspectives, the scale offers a comprehensive tool for examining how teachers conceptualise inclusive teaching competencies and for informing teacher education.