Differentiated instruction in inclusive classrooms: Examining teachers’ self-efficacy, attitudes and practices in Talisay City National High School

Abstract

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.