Implementation of differentiated instruction : conjoint effect of teachers’ sense of efficacy, perception and knowledge

Abstract

Existing literature suggests that teachers’ sense of efficacy, their perception and knowledge of differentiated instruction (DI) are related to their implementation of differentiation. However, there is deficiency of research examining the predictive nature of those relationships. The purpose of this study is to examine the impact of teachers’ perception and knowledge of differentiated instruction, and their sense of teacher efficacy on the implementation of DI strategies. The study employed a tool composed of validated items and constructs from previous studies to collect data from a sample of 101 elementary teachers in a single atoll* of Maldives. Data were analyzed using SPSS 21.0. The results indicated that there was a significant correlation between teachers’ knowledge of differentiated instruction and its implementation, and also between teachers’ sense of efficacy and implementation of DI. Result of regression analysis showed that teachers’ knowledge had a significant impact on their implementation of differentiated instruction. Recommendations were made for future research to investigate the effect of certain demographic variables and mediators on differentiation