Empowering Teachers for Inclusive and Community-Based Education: Validation of the QVA-I Questionnaire

This study presents the development, validation, and standardization of the QVA-I , a brief instrument designed to assess teachers’ perceived self-efficacy across four interrelated dimensions: the perceived effectiveness of their educational institution, the ability to design and implement inclusive teaching strategies, the quality of classroom relationships (particularly in the context of students with special educational needs), and the perceived relevance and application of their academic and professional training. Rooted in an ecological and community-oriented framework, the QVA-I conceptualizes teachers as active agents of transformation within their institutions and the broader community. A total of 718 teachers from preschool, primary, and lower secondary schools in Italy participated in the study. The psychometric analyses (including EFA and CFA) confirmed the instrument’s structural validity and internal consistency (α = 0.91), supporting a four-factor model aligned with theoretical expectations. The QVA-I offers a reliable and concise tool for research and intervention, particularly in contexts aiming to promote inclusive education, systemic collaboration, and school–community partnerships