Modelling Inclusive Competence in Early Childhood Education: Evidence from Vietnam on the Roles of Professional Development and Teacher Beliefs

This study examined how teacher Professional Development (PD) influences Inclusive Education Competence (IEC) among preschool educators, with teacher Self-Efficacy (SE) conceptualized as the sole mediating psychological mechanism. Grounded in Social Cognitive Theory and contemporary PD models, the research proposed a Structural Equation Model (SEM) in which four PD components—Training Participation, Application Opportunities, Feedback, and Programme Quality—affect IEC through SE. A cross-sectional survey was conducted with 288 preschool teachers, selected through stratified random sampling across multiple provinces in Vietnam. Data were analyzed through reliability testing, confirmatory factor analysis (CFA), and structural equation modeling (SEM). Results confirmed high internal consistency across all scales (Cronbach’s ? = .912–.938), strong convergent validity (CR > .90; AVE > .70), and acceptable model fit (CFI = .968, RMSEA = .051). All PD dimensions significantly predicted SE (? = .234–.407), which in turn strongly predicted IEC (? = .487). Bootstrapping further supported the mediating role of SE. These findings underscore that teacher self-efficacy serves as a critical psychological bridge linking professional learning to inclusive instructional readiness. The study highlights the importance of well-designed, practice-oriented training programs that foster teacher confidence and inclusive competence in early childhood education, particularly within developing countries. Furthermore, it lays a foundation for future longitudinal and intervention-based studies on the effectiveness of professional development in inclusive education. SEA construct validity (CR > .90; AVE >.70).