Treffer: Teachers’ values, social capital, and multicultural self-efficacy: structural insights from Statistical Implicative Analysis ; Valeurs des enseignants, capital social et auto-efficacité multiculturelle : aperçus structurels à partir d’une Analyse Statistique Implicative

International audience ; As schools around the world become increasingly diverse, understanding the psychological and social resources that enable teachers to work effectively in multicultural settings is of critical importance. This article explores teachers’ personal values, their social capital, and their multicultural self-efficacy in the context of increasingly diverse classrooms. Drawing on a sample of in-service Russian educators, we examined how are Teachers’ Values, Social Capital, and Multicultural Self-Efficacy interconnected. Using implicative analysis – a method focused on identifying quasi-logical relations between categorical variables – we reveal structural patterns between and inside the studied concepts. Our findings indicate that specific values, such as conservation-oriented values contribute to a stable but isolated belief system, openness-related values – emphasizing stimulation, independence, and personal growth – dynamically connect to professional engagement, acting as catalysts for creativity and innovation in teaching. The central role of instructional adaptation underscores its importance as a keystone competency, enabling other intercultural teaching skills, and culturally sensitive values foster a pedagogical mindset that, in turn, facilitates instructional adaptations and a wider range of inclusive classroom practices. Implicative analysis uncovers how certain belief patterns serve as anchor points for broader attitudes toward diversity and inclusion. This suggests that strengthening multicultural education requires addressing the value systems that shape teachers’ social engagement and professional reflexivity. These results contribute to a deeper understanding of the psychosocial foundations of inclusive teaching and offer a new methodological lens for investigating latent structures in professional identity formation. We argue that an integrative perspective on values, social capital, and multicultural self-efficacy is essential for developing sustainable intercultural ...