Self-efficacy and Differentiated Instruction: A Study among Malaysian School Teachers

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 teachersu0027 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 Teachersu0027 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 teachersu0027 self-efficacy level is Excellent. The results of this study also proved the existence of a significant positive relationship between teachersu0027 self-efficacy and teachersu0027 practice of differentiated instruction, which in turn proved that teachersu0027 self-efficacy has a major influence and can predict teachersu0027 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 teachersu0027 self-efficacy towards further developing the practice of differentiated instruction in the classroom.