Teachers’ perceptions and practices of differentiated instruction: Cross-cultural validation of the differentiated instruction questionnaire in Hong Kong

Abstract

The aims of this study were to translate and cross-validate the original Differentiated Instruction Questionnaire (DI-Quest; Coubergs et al., 2017) for use in Hong Kong (HK), which measures teachers’ philosophy and praxis factors regarding differentiated instruction (DI) implementation. A total of 416 HK primary and secondary teachers responded to the questionnaire. Exploratory factor analyses (EFA) and confirmatory factor analysis (CFA) were conducted to investigate and verify the factorial structure of the Chinese version of DI-Quest (C-DI-Quest). The findings support C-DI-Quest as a psychometrically valid tool for measuring DI perceptions and practices among HK teachers. Future research should consider testing the instrument in larger samples, as well as using the tool alongside qualitative research to better understand the DI implementation in HK.