DocenTEA: Development and Validation of a Questionnaire to Assess Inclusive Teaching Competence Toward Students with Autism Spectrum Disorder (ASD)

The prevalence of students with Autism Spectrum Disorder (ASD) has steadily increased, posing new challenges for inclusive education and teacher preparation. Teaching competence, understood as a multidimensional construct integrating cognitive, attitudinal, motivational, and practical components, is key to ensuring high-quality educational responses. This study developed and preliminarily validated DocenTEA, a questionnaire designed to assess five interrelated dimensions of inclusive competence: training, knowledge, experience, socio-emotional skills, and inclusive pedagogical practices. The instrument, consisting of 25 Likert-type items (0–4), was administered to 270 teachers across different educational levels in Spain. Content validity was examined through expert judgment and Aiken’s V coefficient (≥0.70), while construct validity was assessed via exploratory factor analysis using ULS estimation and Promax rotation. The five-factor solution explained 60.43% of the variance and showed adequate reliability (α and ω ≥ 0.70). Overall, DocenTEA emerges as a useful tool to identify teachers’ strengths and training needs, and to guide professional development programs and inclusive practices aimed at supporting students with ASD.