Teaching Efficacy and Differentiated Instruction Implementation Among Secondary School Teachers in Indonesia Muhamad Nanang Suprayogi (a), Felycia Renika Noriana (a), Helena Grace (a), Roos Eliza Putri (b)
a) Psychology Department, Binus University
Jl. Kemanggisan Ilir III No.45, Palmerah, Jakarta Barat, 11480, Indonesia
b) Indonesia Stock Exchange
Jl. Jenderal Sudirman Kav. 52-53, Jakarta Selatan 12190, Indonesia
Abstract
This study aimed to examine the differences between teachers^ understanding of differentiated instruction and teachers^ implementation of differentiated instruction. Furthermore, this study also tested the impact of teachers^ understanding of differentiated instruction and teaching efficacy to teachers^ implementation of differentiated instruction. To measure the research variables, we used the scale of teaching understanding of differentiated instruction and teacher implementation of differentiated instruction developed by Tomlinson. As for measuring teaching efficacy, was used the teaching efficacy scale from PALS. The reliability of teaching understanding of differentiated instruction and teacher implementation of differentiated instruction are .929 and .947. While the reliability of teaching efficacy is .660. This study involved 188 respondents, who are secondary school teachers in Indonesia. The results of the study showed that there is a significant difference between teaching understanding of differentiated instruction and teacher implementation of differentiated instruction. In addition to this, it is also revealed that there is a significant impact of both teachers^ understanding of differentiated instruction and teaching efficacy to teachers^ implementation of differentiated instruction with the adjusted R2 .683. This study recommended to the stakeholders to provide help and give support to teachers in implementing the differentiated instruction.
