Development, Standardization, and Validation of a Tool for Assessing Teacher Education and Continuous Professional Development for Inclusive Education Practice in Ethiopia

Abstract Inclusive education has become a central priority in education systems worldwide; however, its effective implementation depends largely on teachers’ professional competencies, attitudes, and access to sustained professional learning opportunities. In Ethiopia, limited empirical evidence exists regarding the adequacy of pre-service teacher education and continuous professional development (CPD) for inclusive education, as well as the availability of validated instruments to assess teacher preparedness and systemic barriers. This study employed a descriptive survey research design integrated with instrument development, standardization, and validation. Data were collected from 312 primary and secondary school teachers using a researcher-developed questionnaire assessing pre-service teacher education, CPD practices, training adequacy, and barriers to inclusive education. Psychometric validation procedures included expert review, reliability analysis using Cronbach’s alpha, and exploratory factor analysis to establish construct validity and factor structure. The instrument demonstrated strong internal consistency and a stable multidimensional factor structure. Findings indicated moderate levels of theoretical preparedness among teachers, but notable deficiencies in practical inclusive teaching skills, assistive technology use, and sustained CPD opportunities. Structural and systemic barriers, such as limited resources, insufficient training duration, and gaps between policy and practice, were identified as major constraints to effective inclusive education implementation. The study provides a psychometrically sound, contextually relevant instrument for assessing teacher education and professional development for inclusive education in Ethiopia. The findings highlight the need for competency-based pre-service training, coherent and sustained CPD frameworks, and systemic policy reforms to strengthen inclusive education practice and ensure equitable learning opportunities for all students.