Teachers’ self-efficacy beliefs about pedagogical differentiation strategies

Proceedings of ‏The 3rd International Conference on Teaching, Learning and Education

Year: 2021

DOI: https://www.doi.org/10.33422/3rd.ictle.2021.02.124

[Fulltext PDF]

Teachers’ self-efficacy beliefs about pedagogical differentiation strategies

Sofia Ferreira Cândido e José Castro Silva



This paper reports the preliminary results of an investigation that aims to analyse the interplay between teacher’s self-efficacy beliefs about differentiated instruction strategies (instruction, behaviour management, and collaboration) and the satisfaction of basic needs of relationships, autonomy and competence. Participants were 861 Portuguese teachers in grades 1–9 (elementary up to middle school). For data collection purposes were used three scales measuring Teacher Efficacy for Inclusive Practices, Teacher Professional Achievement Scale and a questionnaire assessing Pedagogical Differentiation Strategies. Data were analysed by means of exploratory and confirmatory factorial analysis, structural equation modelling and multiple regression analysis. Preliminary findings show that experience predicts teacher self-efficacy for using inclusive practices, as well as female teacher perceives themselves as more competent in the use of inclusive teaching strategies. Additionally, the results showed that female teachers perceive greater needs for satisfaction of relationships and competence than male teachers. Finally, humanities’ teachers rated higher their capability to prevent and manage undesirable student behaviour and higher efficacy in instruction at inclusive settings.

Keywords: differentiated instruction; inclusive education; self-determination; collaboration; motivation.