Validity testing of the Research Competence Scale for special education school teachers: an empirical study from China

Abstract

Inroduction Research competence (RC) is increasingly recognized as an essential component of teacher professionalism, particularly in special education where evidence-informed decision-making is critical. However, measurement instruments specifically designed to assess RC among frontline special education teachers remain limited. This study aimed to culturally adapt and validate the Research Competence Scale (RCS) within the context of Chinese special education schools. Methods A total of 807 valid responses were obtained from full-time special education teachers in Zhejiang Province, China. A preliminary 24-item version of the adapted RCS was first examined through exploratory factor analysis (EFA). After item refinement, a 23-item four-factor measurement model was further evaluated through confirmatory factor analysis (CFA). The adapted scale was also evaluated in terms of reliability, convergent validity, and discriminant validity. Results The results supported a four-factor structure consisting of conceptual competency, methodological competency, data analysis and interpretation, and writing technical competency. The adapted scale demonstrated satisfactory reliability, convergent validity, and discriminant validity. Discussion This study contributes to the literature by demonstrating that RC requires contextual adaptation when applied across different educational and cultural settings. The validated RCS provides a theoretically grounded and empirically supported instrument for understanding RC among Chinese special education teachers and may inform future research and professional development initiatives. Future studies should further examine the scale’s applicability across diverse regions and investigate its associations with evidence-based teaching practices and professional outcomes.