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Inclusive Teaching, Institutional Support, and Entrepreneurial Intentions: The Mediating Role of Persistence of Effort

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Title: Inclusive Teaching, Institutional Support, and Entrepreneurial Intentions: The Mediating Role of Persistence of Effort
Language: English
Authors: Priscilla Bahaw, Ghulfam Sadiq, Abede Mack, Ayanna Stephens
Source: International Journal for Research in Vocational Education and Training. 2026 13(2):287-312.
Availability: European Educational Research Association / European Research Network Vocational Education and Training.Am Fallturm 1, Bremen, 28359, Germany. Tel: +49-421-218-66336; Fax: +49-421-218-98-66336; e-mail: ijrvet@uni-bremen.de; Web site: http://www.ijrvet.net
Peer Reviewed: Y
Page Count: 26
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Inclusion, Teaching Methods, Career and Technical Education, Foreign Countries, Disadvantaged, Student Attitudes, Entrepreneurship, Academic Persistence, Intention, Student School Relationship
Geographic Terms: Trinidad and Tobago
ISSN: 2197-8638
2197-8646
Abstract: Purpose: This study investigates how inclusive teaching practices and institutional support influence entrepreneurial intentions among disadvantaged students in technical vocational education and training (TVET), with persistence of effort as a mediating variable. Although persistence of effort is widely acknowledged as critical for both student success and entrepreneurial outcomes, its mediating role in the context of TVET remains underexplored-- particularly among marginalized student populations. Approach: Using a simple random sampling technique, data were collected from 393 disadvantaged TVET students who had exposure to inclusive pedagogical practices and institutional support systems. A two-stage structural equation modeling approach was employed using Mplus to test the proposed relationships. The study was conducted in Trinidad and Tobago, a twin-island nation with a long-standing tradition of TVET, established well before the development of more recent educational approaches. Results: The results show that inclusive teaching and institutional support--comprising financial aid, information and communication technology (ICT) access, campus accessibility, and business mentorship--significantly boost students' persistence of effort. This persistence, in turn, strongly predicts entrepreneurial intentions. Furthermore, persistence of effort was found to mediate the effects of both inclusive teaching and institutional support on entrepreneurial intentions. Conclusion: This study advances theoretical understanding by integrating Tinto's student retention theory with Duckworth's grit framework, offering a dual-lens analysis of how educational environments foster entrepreneurial pathways. Persistence of effort emerges as the underlying psychological mechanism linking institutional and pedagogical supports to entrepreneurial intentions. Beyond content delivery in entrepreneurship education, the results highlight the enabling role of equity-driven practices in cultivating entrepreneurial intent, especially among disadvantaged students. These insights are particularly relevant for TVET institutions globally and for policymakers seeking inclusive strategies to address youth unemployment and inequality. Filling this gap strengthens the evidence base for designing TVET systems that not only enhance employability and resilience but also promote inclusive participation in entrepreneurship as a pathway to sustained economic participation.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505932
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Inclusive Teaching, Institutional Support, and Entrepreneurial Intentions: The Mediating Role of Persistence of Effort
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  Data: <searchLink fieldCode="AR" term="%22Priscilla+Bahaw%22">Priscilla Bahaw</searchLink><br /><searchLink fieldCode="AR" term="%22Ghulfam+Sadiq%22">Ghulfam Sadiq</searchLink><br /><searchLink fieldCode="AR" term="%22Abede+Mack%22">Abede Mack</searchLink><br /><searchLink fieldCode="AR" term="%22Ayanna+Stephens%22">Ayanna Stephens</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Research+in+Vocational+Education+and+Training%22"><i>International Journal for Research in Vocational Education and Training</i></searchLink>. 2026 13(2):287-312.
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  Data: European Educational Research Association / European Research Network Vocational Education and Training.Am Fallturm 1, Bremen, 28359, Germany. Tel: +49-421-218-66336; Fax: +49-421-218-98-66336; e-mail: ijrvet@uni-bremen.de; Web site: http://www.ijrvet.net
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  Data: <searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Career+and+Technical+Education%22">Career and Technical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged%22">Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Entrepreneurship%22">Entrepreneurship</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Student+School+Relationship%22">Student School Relationship</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Trinidad+and+Tobago%22">Trinidad and Tobago</searchLink>
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  Data: Purpose: This study investigates how inclusive teaching practices and institutional support influence entrepreneurial intentions among disadvantaged students in technical vocational education and training (TVET), with persistence of effort as a mediating variable. Although persistence of effort is widely acknowledged as critical for both student success and entrepreneurial outcomes, its mediating role in the context of TVET remains underexplored-- particularly among marginalized student populations. Approach: Using a simple random sampling technique, data were collected from 393 disadvantaged TVET students who had exposure to inclusive pedagogical practices and institutional support systems. A two-stage structural equation modeling approach was employed using Mplus to test the proposed relationships. The study was conducted in Trinidad and Tobago, a twin-island nation with a long-standing tradition of TVET, established well before the development of more recent educational approaches. Results: The results show that inclusive teaching and institutional support--comprising financial aid, information and communication technology (ICT) access, campus accessibility, and business mentorship--significantly boost students' persistence of effort. This persistence, in turn, strongly predicts entrepreneurial intentions. Furthermore, persistence of effort was found to mediate the effects of both inclusive teaching and institutional support on entrepreneurial intentions. Conclusion: This study advances theoretical understanding by integrating Tinto's student retention theory with Duckworth's grit framework, offering a dual-lens analysis of how educational environments foster entrepreneurial pathways. Persistence of effort emerges as the underlying psychological mechanism linking institutional and pedagogical supports to entrepreneurial intentions. Beyond content delivery in entrepreneurship education, the results highlight the enabling role of equity-driven practices in cultivating entrepreneurial intent, especially among disadvantaged students. These insights are particularly relevant for TVET institutions globally and for policymakers seeking inclusive strategies to address youth unemployment and inequality. Filling this gap strengthens the evidence base for designing TVET systems that not only enhance employability and resilience but also promote inclusive participation in entrepreneurship as a pathway to sustained economic participation.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 287
    Subjects:
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Career and Technical Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Disadvantaged
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Entrepreneurship
        Type: general
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: Intention
        Type: general
      – SubjectFull: Student School Relationship
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      – SubjectFull: Trinidad and Tobago
        Type: general
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      – TitleFull: Inclusive Teaching, Institutional Support, and Entrepreneurial Intentions: The Mediating Role of Persistence of Effort
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