Abstract
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.
Highlights
Which caters to varying levels of abilities, it is suitable for a classroom of mixed-ability students [4]
It is found that traditional teaching methods which are teacher-centered are still dominating instruction [8], [9]
Once approval was gained from the Education Planning and Research Division (EPRD), Ministry of Education (MOE) Malaysia, an email containing the link to the survey was sent to all schools which teachers selected as sample for the study
Summary
Differentiated instruction is not a new concept and has been used for a very long time in the guise of ‘mixed-ability teaching’. Differentiated instruction makes it possible for students with different levels of ability to sit together in one classroom and receive the appropriate learning opportunities following their individual levels of ability. For example; curriculum compacting, concept-based learning or varying materials, resources and guidance for students. For example; individual tasks, learning methods or varying the time and resources. Effective and consistent implementation of differentiated instruction has been proven to have a positive impact on all groups of students at every level of schooling, from the bright and intelligent students to those with learning difficulties [20]–[24]. Bandura detailed out how self-efficacy refers to an individual’s ability and skill to plan and carry out what has been planned.
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