Validación del cuestionario de autoevaluación del contexto de práctica y autoeficacia hacia la inclusión de personas LGBTIQ+ en educación superior

This paper aims to present the results of the process of construct validation of the Self-Assessment Questionnaire in the context of practice and self-efficacy of education students towards including LGBTIQ+ people in higher education. The research is part of the instrumental studies; the reference population are students of Bachelor's and Master's Degrees in Education of Spanish faculties; the pilot sample of the questionnaire is 334 students. Two procedures were used for construct validation: explorat ory factor analysis (EFA) and confirmatory factor analysis (CFA). Cronbach's Alpha coefficient was used to establish reliability. The results of the AFE point to six factors in the CONTEXT OF PRACTICE scale (Activities and resources, Faculty policy, Practicum, Classroom climate, Institutional climate, Curriculum) and two factors in the SELF-EFFICIENCY scale (Curriculum design and development and Problem management). The CFA shows satisfactory levels of final fit. It is concluded that the questionnaire, in the light of the design and validation process developed, is a robust, reliable and valid instrument for understanding the context of educational practices and self-efficacy in the training of education professionals about gender diversity and its inclusion in the academic profile.