Due to the continuously increasing student heterogeneity within classrooms worldwide, schools are requiring a rethinking of pedagogical approaches so that equitable learning opportunities are provided to all students. Differentiated instruction (DI) is an effective teaching approach used to address the individual needs of students in mainstream classrooms. Emerging literature has suggested that teacher self-efficacy may influence teacher use of DI. It is unknown if there is an existing scale that has been developed to measure teacher self-efficacy when using Tomlinson’s comprehensive model of DI. Therefore, there is a strong need for the development and validation of a research instrument that investigates teacher self-efficacy using Tomlinson’s DI model as it has been widely researched globally and for some time. This study aims to introduce and provide evidence on a newly developing instrument that assesses teachers’ self-efficacy towards DI by means of factor analyses performed on a Likert scale questionnaire. While one iteration of the scale has been completed (450 participants), it is anticipated that two iterations ( a further 250 respondents) will have been completed before the conference in July 2024.

Author: Kathy Gibbs

Published in: Canada International Conference on Education, 2024

• Date of Conference: 23-25 July, 2024
• DOI: 10.20533/CICE.2024.0053
• Electronic ISBN: 978-1-913572-65-5
• Conference Location: Toronto Metropolitan University, Toronto, Canada