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<p>In Australia, teachers are required to differentiate to meet the needs of students across the full range of abilities. However, research conducted in Australia has shown that the implementation of differentiated instruction (DI) in Australian classrooms is varied, and that teachers’ self-efficacy beliefs, attitudes, preparedness and contextual factors can influence teachers’ implementation. To date, these factors have typically been examined in isolation in Australia, limiting understanding of how they interrelate to shape DI enactment. Addressing this gap, this pilot study, novel in the Australian context, involved 87 primary and secondary school teachers to examine associations among teacher experience, attitude, self-efficacy, readiness and preparedness and DI practices. Using Partial Least Squares Structural Equation Modelling (PLS-SEM), the findings revealed that teacher efficacy (β = 0.290) and preparedness (β = 0.498) were associated with DI practices. Teacher attitudes were strongly associated with readiness (β = 0.621) and efficacy (β = 0.528), suggesting hypothesised associations through which attitudes relate to DI implementation, while teaching experience was positively associated only with teacher efficacy. Overall, the model explained 44% of the variance in DI practice, highlighting preliminary associations among psychological and contextual factors related to DI implementation. Implications are drawn for professional development and teacher education.</p>

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Exploring associated factors of differentiated instruction practices in Australia: a pilot partial least squares structural equation modelling study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月28日

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  • Tom Porta,
  • Gemma Scarparolo,
  • Abu Nawas,
  • Verena Letzel-Alt,
  • Marcela Pozas

摘要

In Australia, teachers are required to differentiate to meet the needs of students across the full range of abilities. However, research conducted in Australia has shown that the implementation of differentiated instruction (DI) in Australian classrooms is varied, and that teachers’ self-efficacy beliefs, attitudes, preparedness and contextual factors can influence teachers’ implementation. To date, these factors have typically been examined in isolation in Australia, limiting understanding of how they interrelate to shape DI enactment. Addressing this gap, this pilot study, novel in the Australian context, involved 87 primary and secondary school teachers to examine associations among teacher experience, attitude, self-efficacy, readiness and preparedness and DI practices. Using Partial Least Squares Structural Equation Modelling (PLS-SEM), the findings revealed that teacher efficacy (β = 0.290) and preparedness (β = 0.498) were associated with DI practices. Teacher attitudes were strongly associated with readiness (β = 0.621) and efficacy (β = 0.528), suggesting hypothesised associations through which attitudes relate to DI implementation, while teaching experience was positively associated only with teacher efficacy. Overall, the model explained 44% of the variance in DI practice, highlighting preliminary associations among psychological and contextual factors related to DI implementation. Implications are drawn for professional development and teacher education.