Jul 2026· Social Psychology of Education· Vol 29· 0 citations· 73 references
Abstract
In Australia, teachers are required to differentiate to meet the needs of students across the full range of abilities. However, research conducted in Australia has shown that the implementation of differentiated instruction (DI) in Australian classrooms is varied, and that teachers’ self-efficacy beliefs, attitudes, preparedness and contextual factors can influence teachers’ implementation. To date, these factors have typically been examined in isolation in Australia, limiting understanding of how they interrelate to shape DI enactment. Addressing this gap, this pilot study, novel in the Australian context, involved 87 primary and secondary school teachers to examine associations among teacher experience, attitude, self-efficacy, readiness and preparedness and DI practices. Using Partial Least Squares Structural Equation Modelling (PLS-SEM), the findings revealed that teacher efficacy (β = 0.290) and preparedness (β = 0.498) were associated with DI practices. Teacher attitudes were strongly associated with readiness (β = 0.621) and efficacy (β = 0.528), suggesting hypothesised associations through which attitudes relate to DI implementation, while teaching experience was positively associated only with teacher efficacy. Overall, the model explained 44% of the variance in DI practice, highlighting preliminary associations among psychological and contextual factors related to DI implementation. Implications are drawn for professional development and teacher education.
In recent years, research on school leadership in Indonesia has grown significantly, yet validated instruments specifically designed for early childhood education remain scarce. This study aimed to examine the validity and reliability of the Principal Leadership Practices (PLP) scale in kindergarten institutions in Surabaya. The instrument consists of 22 items across four dimensions: Setting Direction, Building Relationships and Developing People, Developing the Organization to Support Desired Practices, and Improving the Instructional Program. Data were collected from 540 Indonesian kindergarten teachers through a multistage random sampling procedure within a probability sampling framework. Confirmatory Factor Analysis (CFA) revealed that all items exhibited statistically significant factor loadings (p < .001), supporting the construct validity of the scale. Most goodness-of-fit indices met recommended thresholds (CFI = .981; TLI = .979; GFI = .997; NFI = .978; SRMR = .040), although RMSEA (.102) indicated marginal fit. Reliability analysis showed Cronbach’s Alpha values above .80, Composite Reliability above .85, and AVE above .72, confirming strong internal consistency and convergent validity. Findings highlight that Building Relationships and Developing People and Improving the Instructional Program are the most salient leadership dimensions. The Indonesian version of the PLP scale demonstrates satisfactory validity and reliability, making it a useful tool for evaluating principal leadership practices and informing educational policy development in early childhood education.
Sayidah Aulia 'ul Haque, Koko Srimulyo, Fendy Suhariadi· North American Journal of Ps...· 0 citations
This study examined the relationships among transformational leadership, teaching self-efficacy, and teachers’ cognitive flexibility in high schools. In this cross-sectional study, a convenience sampling technique was used to select 2,872 teachers (male = 49% and female = 51%; mean age = 38.23 years, SD = 9.31) with teaching experience ranging from 1 to 40 years (M = 17.81; SD = 9.57) from 39 high schools across 11 provinces in Cambodia. Participants responded to a survey adapted from established instruments to measure transformational leadership (idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration), teaching self-efficacy (efficacy for instructional strategies, classroom management, and student engagement), and cognitive flexibility (alternatives). The data was analyzed using confirmatory factor analysis and structure equation modelling. The SEM results revealed a differentiated pattern of effects across the dimensions of transformational leadership. Among these, intellectual stimulation emerged as the most robust predictor, exerting positive effects on efficacy for instructional strategies, classroom management, student engagement, and cognitive flexibility. In contrast, individualized consideration significantly predicted all dimensions of teaching self-efficacy but showed no direct effect on cognitive flexibility. Meanwhile, inspirational motivation and idealized influence demonstrated limited direct effects; however, both exerted significant indirect effects through teaching self-efficacy. Furthermore, all three dimensions of teaching self-efficacy significantly predicted cognitive flexibility, confirming its important mediating role. These findings suggest that transformational leadership enhances teachers’ cognitive adaptability primarily through efficacy-based mechanisms rather than direct effects alone. This study contributes to the existing literature by clarifying the relationships between leadership and teachers’ innovative thinking and by providing empirical evidence from an under-researched educational context.
Samol OL Nguon, Bunhe Hart, មាឃ ចាន់ថេង· Cambodian Journal of Educati...· 0 citations
This study assessed the relationship between the level of perceived self-efficacy and attitude towards inclusive education to their differentiated instruction practices of the 42 in-service secondary teachers of Talisay City National High School. Quantitative descriptive research design was employed. Survey questionnaire was administered to the participants which include TEIP adopted from Park et al. (2016) that measured their Perceived Self-Efficacy, AIS-ITICS Scales adopted from Pivarc (2024) that measured their Attitudes towards Inclusive Education, and DI-Quest adopted from Coubergs et al. (2017) that measured their Differentiated Instruction Practices. Descriptive statistics showed that the participants had high levels of perceived self-efficacy (M=4.824, SD=0.867), very high levels of attitude towards inclusive education (M=5.171, SD=0.563), and high levels of differentiated instruction practices (M=4.639, SD=0.545). Pearson r correlation reports a statistically significant moderately positive correlation between perceived self-efficacy (r=0.504, p<.05) and attitude (r=0.606, p<.05) with differentiated instruction practices. This study concludes that as the teachers perceived self-efficacy and attitude towards inclusive education increases, this increase also tends to be reflected in their differentiated instruction practices. A professional development plan was developed as an output of this research.
Maria Lorra Monsanto· International journal of hum...· 0 citations
This mixed methods study examined the beliefs and practices of effective teachers in East Asian international schools. We used maximum variation sampling to select 30 teachers from schools in East Asia (Japan, Singapore, South Korea, Taiwan, Thailand, and Vietnam) who were nominated by their principals as being effective, based on student academic success, positive relationships with students and families, and significant contributions to their educational program. We observed and interviewed each teacher using standardized protocols. While the observational findings revealed that the teachers’ practices (including instructional planning, student engagement, instructional delivery, and assessment) were consistent with the extant research regarding effective teachers in schools in national systems worldwide, the interview data revealed three areas that differed substantially as measures of their work: the critical role of collaboration within their roles, teachers as curriculum designers, and the necessity of systemic thinking related to school and cultural contexts.
L. Grant, James H. Stronge, S. Menon· Journal of Research in Inter...· 0 citations
This study explores mathematics teachers’ perceptions of Differentiated Instruction (DI) through the framework of the Theory of Planned Behavior (TPB). A qualitative methodology was employed, involving semi-structured interviews with four senior high school mathematics teachers in Indonesia who were purposively chosen because of their participation in a teaching professional development program focused on DI. The data were thematically analyzed and interpreted based on the three TP constructs: attitude toward behavior, subjective norms, and perceived behavioral control. The results indicate that teachers generally possess a positive attitude toward DI in mathematics classrooms, considering it a way to address student diversity, promote educational equity, and support student engagement. Participants also noted strong support from professional learning communities and educational reform initiatives, which reinforced positive subjective norms for DI implementation. Nonetheless, perceived behavioral control was identified as an obstacle, as teachers often faced limitations related to infrastructure, instructional resources, and practical challenges in designing differentiated learning experiences. The study also discovered that teachers typically applied differentiation in mathematics by adjusting tasks, grouping methods, and learning activities, although the use of rich mathematical tasks with various entry points remained limited. These findings imply that the successful implementation of DI in mathematics classrooms relies not only on teachers’ positive beliefs and professional support but also on sufficient resources and sustained professional development. This study contributes to the literature on DI by revealing that teachers’ intentions to implement DI in mathematics classrooms are shaped by a combination of their pedagogical beliefs, social influences, and contextual limitations.
Yoga Dwi Windy Kusuma Ningtyas, M. M. Melissa, Chusnul Khotimah Galatea· World Journal of Education· 0 citations
UNESCO adopted the term OER, short for Open Educational Resources, in 2002 to refer to learning, teaching, and research materials that are freely accessible or licensed for use. A remarkable rise in the use of OER was noticed during the COVID-19 pandemic, which compelled higher education institutions worldwide to select OER as one of the solutions for enhancing continuity of learning and securing equal educational opportunities. Yet not all faculty embraced the use of OER. This inconsistency may be attributed to faculty members' perceptions of their value and usability, as well as the difficulties they face when using these resources. This study investigates how Awareness impacts OER engagement among faculty at Mohammed Jaber Al Ansari College for Teachers. A quantitative research design employing Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to analyse data from thirty faculty members. Three constructs were examined for their direct and indirect effects, namely Awareness, Willingness, and Challenges. The main findings show that Awareness significantly enhances Willingness to adopt OER (p = 0.005) but also increases perceived Challenges (p = 0.012). In contrast, Willingness demonstrates a significant negative effect on Challenges (p = 0.034), suggesting that motivational readiness may attenuate the barriers that awareness brings to the surface. The indirect effect of Awareness on Challenges through Willingness was negative in direction but did not reach statistical significance (p = 0.099), indicating that the mediating role of Willingness warrants further examination in larger-scale designs. Based on these findings, the study recommends that institutions establish structured awareness programmes, learning laboratories, and workshops addressing both the technical and pedagogical dimensions of OER adoption. This research contributes to the literature on OER adoption in higher education and emphasises faculty and institutional agency in overcoming barriers and embracing OER as a driver of pedagogical innovation.
Samir Farhat· Journal of Curriculum and Te...· 0 citations