Evaluating inclusive education services: a configurational analysis of capacity and implementation conditions

This study evaluates inclusive education services by testing whether capacity–context configurations reveal heterogeneity overlooked by linear models. Survey data from 242 special education teachers were analysed using a 24-item instrument; negatively worded context items were reverse-scored and effectiveness was treated as perceived. Regression explained 55.6% of variance, with professional capacity significant and supportive context non-significant. Comparison of two- through seven-profile solutions supported five profiles (BIC = 1182.747; entropy = .868). Two profiles showed comparably high perceived effectiveness despite contrasting contexts: coordinated (very high capacity–supportive context; M = 4.641) and compensatory (very high capacity–constrained context; M = 4.660). Games–Howell tests found no difference between them, while both exceeded the remaining profiles. Overall profile differences were large, F(4, 237) = 67.023, p < .001, η² = .531. Configurational evaluation therefore reveals service heterogeneity that average net effects can obscure.