Implementation of Differentiated Instruction - Conjoint Effect of Teachers’ Sense of Efficacy, Perception and Knowledge

Oct 15, 2026

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Study examines how teachers’ perception and knowledge of differentiated instruction (DI), together with their sense of teacher efficacy, affect the implementation of DI strategies. The research uses a validated instrument to collect data from 101 elementary teachers in a single atoll of Maldives, analyzing results with SPSS 21.0. Findings show significant correlations between teachers’ knowledge and DI implementation, and between teacher efficacy and DI implementation. Regression further indicates that teachers’ knowledge significantly predicts DI implementation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

Research Questions

Review of Literature

Implementation of Differentiated Instruction: Conjoint Effect of Teachers’ Sense of Efficacy, Perception and Knowledge Visal Moosa University Brunei Darussalam, Brunei Darussalam, Brunei, [visal.moosa@gmail.com](visal.moosa@gmail.com) Mariyam Shareefa University Brunei Darussalam, Brunei Darussalam, Brunei, [maree2098@gmail.com](maree2098@gmail.com) Existing literature suggests that teachers’ sense of efficacy, their perception and knowledge of differentiated instruction (DI) are related to their implementation of differentiation. However, there is deficiency of research examining the predictive nature of those relationships. The purpose of this study is to examine the impact of teachers’ perception and knowledge of differentiated instruction, and their sense of teacher efficacy on the implementation of DI strategies. The study employed a tool composed of validated items and constructs from previous studies to collect data from a sample of 101 elementary teachers in a single atoll * of Maldives. Data were analyzed using SPSS 21.0. The results indicated that there was a significant correlation between teachers’ knowledge of differentiated instruction and its implementation, and also between teachers’ sense of efficacy and implementation of DI. Result of regression analysis showed that teachers’ knowledge had a significant impact on their implementation of differentiated instruction. Recommendations were made for future research to investigate the effect of certain demographic variables and mediators on differentiation. Keywords: differentiated instruction (DI), implementation, knowledge, perception, teacher efficacy INTRODUCTION Today’s classrooms are composed of students with divergent characteristics with regards to their cultural, ethnic, linguistic, academic, socioeconomic and cognitive backgrounds, with a wide-ranging spectrum of learning needs (Ricketts, 2014) . The increasing diversity of student characteristics alongside the notion of inclusive education demand teaching strategies that can cater for all students in mixed ability classrooms. The pressure on teachers to cater the diverse needs of the inclusive student population while at the same time trying to meet the requirements of the mandated curriculum has led to a myriad of efforts and ways of teaching and learning (Sheehan, 2011) . One of such strategies is the strategy of differentiated instruction advocated by Tomlinson (1999) . Existing literature informs a number of factors (variables) which may influence teachers’implementation of DI strategies; they include, among others, knowledge (Baxter, 2013; Chien, 2015; McMillan, 2011; Nedellec, 2015), perception (Brentnall, 2016; Burkett, 2013; Davis, 2013; Usher, 2013), teacher’s sense of efficacy (Casey, 2011; Dixon, Yssel, McConnell, and Hardin, 2014; De Neve, Devos, & Tuytens, 2015; Holzberger, Philipp, & Kunter, 2013; Johnson, 2010; Wertheim & * a group of islands clustered together for administrative purposes (equivalent to a district) Citation: Moosa, V., & Sahreefa, M. (2019) . Implementation of Differentiated Instruction: Conjoint Effect of Teachers’ Sense of Efficacy, Perception and Knowledge. Anatolian Journal of Education, 4(1), 23-38. [https://doi.org/10.29333/aje.2019.413a](https://doi.org/10.29333/aje.2019.413a) Leyser, 2002), and challenges to implementation (Joseph, Thomas, Simonette, & Ramsook, 2013; Martin, 2013; Roiha, 2014; Siam and Al-Natour, 2016) . However, the predictive nature of these factors on the desired behavior, which is the implementation of differentiated instruction strategies, is not adequately investigated. Furthermore, the influence of external variables like teaching experience and qualification, on the presumed relationships between the reported independent variables (knowledge, perception and efficacy) and implementation of DI has also not been examined sufficiently. It is argued that knowledge of the stated predictive relationships will facilitate

FAQs

What is the main purpose of the study?

To examine the impact of teachers’ perception and knowledge of differentiated instruction and their sense of teacher efficacy on implementing DI strategies.

What data and analysis methods were used?

Data were collected from 101 elementary teachers using a validated tool, and analyzed using SPSS 21.0.

What did the study find about teachers’ knowledge and implementation of DI?

Teachers’ knowledge of differentiated instruction correlated significantly with its implementation, and regression showed that knowledge had a significant impact on implementation.

Oct 15, 2026

Uploaded by Dipper