Journal of Economic, Finance Research and Review (JEFRR) · Research article · Open access
School Support, Teacher Self-Efficacy, And Inclusive Education Effectiveness: A Structural Equation Modeling Approach
Nguyen Xuan Trang
20 July 2026 · Vol. 2, Issue 7, pp. 434-439
DOI: 10.65150/EP-jefrr/V2E7/2026-08
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What is this article about?
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.
Article at a glance
- Published
- 20 July 2026
- Volume / issue / pages
- Vol. 2, Issue 7, pp. 434-439
- ISSN
- 3051-3650 (online) · 3051-3642 (print)
- Licence
- CC BY 4.0 — free to read and reuse with attribution
- Peer review
- Double-blind, at least two independent reviewers
- Publisher
- EP Journals Group
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.
Keywords: School Support, Teacher Self-Efficacy, Inclusive Education Effectiveness, PLS-SEM, Vietnam.
Cite this article
Nguyen Xuan Trang (2026). School Support, Teacher Self-Efficacy, And Inclusive Education Effectiveness: A Structural Equation Modeling Approach. Journal of Economic, Finance Research and Review, 2(7), 434-439. https://doi.org/10.65150/EP-jefrr/V2E7/2026-08
@article{Nguyen2026,
title = {School Support, Teacher Self-Efficacy, And Inclusive Education Effectiveness: A Structural Equation Modeling Approach},
author = {Nguyen Xuan Trang},
journal = {Journal of Economic, Finance Research and Review},
year = {2026},
volume = {2},
number = {7},
pages = {434-439},
doi = {10.65150/EP-jefrr/V2E7/2026-08},
url = {https://doi.org/10.65150/EP-jefrr/V2E7/2026-08}
}Questions about this article
Who wrote this article?
Nguyen Xuan Trang.
Where and when was it published?
In Journal of Economic, Finance Research and Review, Volume 2, Issue 7, pages 434-439, published by EP Journals Group on 20 July 2026.
Is this article free to read?
Yes. It is open access under a Creative Commons Attribution 4.0 (CC BY 4.0) licence, so anyone can read, share and reuse it with attribution.
What is the DOI of this article?
10.65150/EP-jefrr/V2E7/2026-08 (https://doi.org/10.65150/EP-jefrr/V2E7/2026-08).
How do I cite this article?
APA: Nguyen Xuan Trang (2026). School Support, Teacher Self-Efficacy, And Inclusive Education Effectiveness: A Structural Equation Modeling Approach. Journal of Economic, Finance Research and Review, 2(7), 434-439. https://doi.org/10.65150/EP-jefrr/V2E7/2026-08
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