Self-efficacy and differentiated instruction: A study among Malaysian school teachers

• Main Authors: Ramli, Rosidah, Mohd Yusoff, Nurahimah
• Format: Article
• Language: English
• Published: 2020
• Subjects: LB1603 Secondary Education. High schools
• Online Access: http://repo.uum.edu.my/27820/1/UJER%208%204%202020%201252%201260.pdf; http://repo.uum.edu.my/27820/; http://doi.org/10.13189/ujer.2020.080416

The implementation of the mixed-ability classrooms in all secondary schools in Malaysia since 2019 calls for effective teaching strategies. Differentiated instruction is a teaching framework that takes into account the differences amongst students in creating learning opportunities for all. This study aimed to identify the level of teachers’ self-efficacy and its significant influence over the differentiated instruction practices. Data was collected using an online questionnaire from 428 teachers teaching in the east coast zone of Malaysia. Two sets of inventories, namely Teachers’ Sense of Efficacy Scale (TSES) and the differentiated instruction practice inventories, were adapted and modified to suit the purpose of this study. Findings showed that teachers’ self-efficacy level is Excellent. The results of this study also proved the existence of a significant positive relationship between teachers’ self-efficacy and teachers’ practice of differentiated instruction, which in turn proved that teachers’ self-efficacy has a major influence and can predict teachers’ practice of differentiated instruction in the classroom. Therefore, it is hoped that the Ministry of Education Malaysia, the State Education Departments, the District Education Offices, as well as the schools can create a conducive climate for learning in schools, apart from providing practical and continuous professional development training to support teachers’ self-efficacy towards further developing the practice of differentiated instruction in the classroom.