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The influence of teachers’ knowledge and self-efficacy on elementary school teachers’ acceptability of differentiated instruction in Indonesia

Pramono, C.A. (2021) The influence of teachers’ knowledge and self-efficacy on elementary school teachers’ acceptability of differentiated instruction in Indonesia.

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Abstract:Differentiated instruction is a new approach used by the government to reform the education in Indonesia. Teachers, as the ones that are required to carry out the approach, may have subjective perceptions of whether differentiated instruction is appropriate as an educational reform. These subjective perceptions called teachers’ acceptability. This study investigated the influence of teachers' knowledge of differentiated instruction and teachers' self-efficacy in differentiation on teachers' acceptability of differentiated instruction. A total of 70 elementary school teachers participated in this study. All participants completed an online survey in which knowledge of differentiated instruction, self-efficacy in differentiation, and acceptability of differentiated instruction were measured. Results showed that knowledge of and self-efficacy in differentiated instruction significantly influence acceptability of differentiated instruction, but no significant association was observed between knowledge of and self-efficacy in differentiated instruction. In addition, professional development was found to influence teacher acceptance of differentiated instruction. Thus, the results in this study suggest that professional development which improves knowledge and also promotes teachers' self-efficacy in differentiation can enhance teachers' acceptability of differentiated instruction.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology, 81 education, teaching
Programme:Psychology MSc (66604)
Link to this item:http://purl.utwente.nl/essays/85601
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