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From teachers’ self-efficacy belief to their differentiated practice: the mediating roles of collaboration and attitude
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DOI：10.1007/s11218-026-10186-1.png)
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Abstract
En 中文
In today’s diverse classrooms, differentiated instruction (DI) is fundamentally important to meet the needs of all students. However, there is limited research to show how teacher-related factors directly and indirectly impact the practice of DI. The current study surveyed 1,954 teachers from primary and secondary schools in mainland China to examine the influence of teachers’ self-efficacy beliefs on their differentiated teaching practice and to test the mediating roles of (a) peer collaboration and (b) attitudes towards DI through a mediation structural equation model. Analysis revealed that self-efficacy directly and indirectly affected differentiated teaching practice, with peer collaboration and attitudes serving as mediators. These findings provide empirical evidence of the value of professional development programs, which can enhance teachers’ self-efficacy, foster their collaboration, and cultivate their positive attitudes, ultimately improving teachers’ ability to implement differentiation effectively.
Keywords:
Self-efficacy belief
Teacher collaboration
Attitudes toward the practice of differentiated instruction (DI)
Differentiated teaching practice
Chinese mainland schools
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