Measuring School-Based Social Support for Inclusive Education (SSS-IE) in South Korea

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Abstract

This study developed and validated the School-Based Social Support for Inclusive Education (SSS-IE) scale for general education teachers in South Korea. Through exploratory and confirmatory factor analyses (CFA) with 209 teachers, a 20-item scale with four-factors emerged: Professional Support, Emotional Support, Administrative Support, and Collaboration Support. CFA showed acceptable model fit. The scale demonstrated excellent reliability (α = .93). Higher SSS-IE scores were associated with greater teachers' positive attitudes toward inclusion, self-efficacy, inclusive teaching practices, and collaboration experiences, and reduced stigma toward individuals with disabilities. The SSS-IE provides a culturally grounded diagnostic tool for schools and policymakers to assess and strengthen institutional supports. Future research is needed to explore how school-level characteristics, policies, and cultural contexts shape social support.

Authors

• Joonheon Kwon, Korea University

• IN SUK RYU, Korea Universisity

• Dakyeom Lee, Korea University

• Haerin Park, University of Saint Joseph

• Seunghyun Son, Korea University

• So Yoon Kim, Korea University