the Teacher Trauma Identification and Management Scale (TTIMS)

Description

The Teacher Trauma Identification and Management Scale (TTIMS; Opoku et al., 2025) is designed to evaluate teachers’ self-perceived ability to identify and manage trauma among children with disabilities within mainstream schools in Egypt. The TTIMS serves as the second part of an instrument, with the first part dedicated to collecting demographic information. The development of the TTIMS followed established best practices for creating new instruments (DeVellis, 2003; Tay & Jebb, 2017) and is based on the Substance Abuse and Mental Health Services Administration (SAMHSA) trauma model (2014). The scale comprises thirty-three items, which are organized into two domains. Expert item analysis was conducted to ensure content validity, and a pilot test confirmed the TTIMS’s appropriateness for its intended use. The validation of the scale was performed using a sample of teachers from inclusive schools in Egypt. Initial computations indicated a poor-fit model, prompting the removal of two items (items 19 and 20) due to low threshold values. Subsequent modifications led to the removal of an additional 13 items, which improved the overall fit indices. Confirmatory factor analysis supported the two-domain structure across various groups. Results pertaining to reliability and configural measurement invariance were also reported.

Purpose

The primary purpose of the TTIMS is to measure teachers’ perceived knowledge and competence in identifying trauma and implementing trauma-informed practices within mainstream schools in an Egyptian context.

Validity

No data is Available

Reliability

The internal consistency of the TTIMS was assessed using Cronbach’s alpha. The Cronbach’s alpha for the total scale was 0.92. The alpha values for the identification and practice domains were 0.85 and 0.88, respectively, indicating good internal consistency.

Factor Analysis

Confirmatory Factor Analysis (CFA) was conducted to examine the factor structure of the TTIMS. Initial results showed a poor-fit model with the following indices: chi-square = 3.34 (CMIN = 1648.31, df = 494), CFI = 0.79, TLI = 0.78, RMSEA = 0.09, and SRMR = 0.06. Two items (items 19 and 20) had loadings below the required threshold of 0.05. Removal of these items slightly improved the model. Further modifications involved the iterative removal of 13 items, which significantly improved the fit indices: chi-square = 2.38 (CMIN = 318.76, df = 134), CFI = 0.91, TLI = 0.90, RMSEA = 0.07, and SRMR = 0.05. Configural measurement invariance was assessed to ensure the TTIMS’s structure was consistent across male [chi-square = 2.15 (CMIN = 1439.32, df = 670) CFI = 0.90, TLI = 0.91, RMSEA = 0.04 and SRMR = 0.05)] and female [chi-square = 2.15 (CMIN = 1439.32, df = 670) CFI = 0.91, TLI = 0.90, RMSEA = 0.04 and SRMR = 0.05)] groups.

Test Methodology

The test methodology included assessments of test reliability, internal consistency, factor analysis, confirmatory factor analysis, and measurement invariance.

Population Details

The population details for the TTIMS are as follows:

• Location: Egypt

• Respondents: Teachers

Age Group

The TTIMS is designed for use with adults (18 years and older).

Population Group

The TTIMS is intended for use with both male and female teachers.

Test Type

Original

Instrument Type

Inventory/Questionnaire

Format

The TTIMS utilizes a five-point Likert scale, where items are rated from 1 (strongly disagree) to 5 (strongly agree). The mean score, calculated by dividing the sum of the item scores by the number of items, is used, with a score of 4 indicating high competence in identifying and managing trauma.

Language Available

The TTIMS is available in Arabic and English.

Keywords

Disabilities; Identification; Mainstream Education; Teachers; Trauma Management; Trauma-Informed Practice

Test Year

2025

Author

The authors of the TTIMS are:

• Opoku, Maxwell Peprah

• Mustafa, Ashraf

• Abdullah, Enas Mohamed

• Alsheikh, Negmeldin

• Elhoweris, Hala

Author ORCID Identifier

Opoku, Maxwell Peprah: http://orcid.org/0000-0001-7620-0007

Affiliation

• Opoku, Maxwell Peprah: Special Education Department, United Arab Emirates University

• Mustafa, Ashraf: Special Education Department, United Arab Emirates University

• Abdullah, Enas Mohamed: Educational Psychology Department, Mansoura University

• Alsheikh, Negmeldin: Curriculum and Method of Instruction, United Arab Emirates University

• Elhoweris, Hala: Special Education Department, United Arab Emirates University

Email

Opoku, Maxwell Peprah: [email protected]

Files

No file is Available

Permissions

Contact Corresponding Author

Fee

No

Correspondence Address

Opoku, Maxwell Peprah: United Arab Emirates University, College of Education, Special Education Department, P. O. Box 15551, Al-Ain, United Arab Emirates, [email protected]

Reference’s

Opoku, M. P., Mustafa, A., Abdullah, E. M., Alsheikh, N., & Elhoweris, H. (2025). Building trauma informed schools in non-western contexts: Teachers’ perceived competence in identification and trauma-informed practices in schools. Journal of Human Behavior in the Social Environment, 35(1), 108–129. https://doi.org/10.1080/10911359.2024.2330454

Items of the Teacher Trauma Identification and Management Scale (TTIMS)

No data is Available