School Support, Teacher Self-Efficacy, And Inclusive Education Effectiveness: A Structural Equation Modeling Approach
DOI:
https://doi.org/10.65150/EP-jefrr/V2E7/2026-08Keywords:
School Support, Teacher Self-Efficacy, Inclusive Education Effectiveness, PLS-SEM; Vietnam.Abstract
Inclusive education has become an important priority for educational systems seeking to ensure equitable learning opportunities for students with diverse educational needs. Previous studies have identified school support and teacher self-efficacy as important determinants of successful inclusive education; however, limited research has integrated these constructs into a comprehensive structural framework, particularly in developing countries. This study proposes a conceptual model grounded in Organizational Support Theory and Social Cognitive Theory to explain the relationships among school support, teacher self-efficacy, and inclusive education effectiveness. The proposed framework suggests that school support enhances teacher self-efficacy, which subsequently improves inclusive education effectiveness. Teacher self-efficacy is also expected to mediate the relationship between school support and inclusive education effectiveness. To validate the proposed model, the study recommends a quantitative research design using a questionnaire survey administered to teachers working in inclusive educational settings. Partial Least Squares Structural Equation Modeling (PLS-SEM) is proposed to examine the measurement and structural models. The proposed framework provides a theoretical foundation for future empirical research and offers practical guidance for strengthening institutional support and teacher capacity in inclusive education.
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Copyright (c) 2026 Nguyen Xuan Trang (Author)
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