The Impact of Teachers' Experience and Qualification on Efficacy, Knowledge and Implementation of Differentiated Instruction

Autor/inn/en	Moosa, Visal; Shareefa, Mariyam
Titel	The Impact of Teachers' Experience and Qualification on Efficacy, Knowledge and Implementation of Differentiated Instruction
Quelle	In: International Journal of Instruction, 12 (2019) 2, S.587-604 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Individualized Instruction; Teaching Experience; Teacher Qualifications; Teacher Effectiveness; Self Efficacy; Knowledge Level; Teacher Characteristics; Elementary School Teachers; Foreign Countries; Differences; Maldives + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Lehrqualifikation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Wissensbasis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Unterscheiden; Malediven
Abstract	The purpose of this study is to investigate the differences in teachers' sense of efficacy, their knowledge, and implementation of DI based on their experience and qualification. The study also aims to investigate the moderating effect of teachers' experience and qualification. The study employs a tool composed of validated items and constructs from previous studies to collect data from a sample of 101 elementary teachers in a single atoll of Maldives. Parametric statistic of independent sample t-test and one-way ANOVA were used to investigate differences among groups of respondents while multiple regression using split sample was carried out to examine the moderation effect. Results indicate that there is a statistically significant difference in teachers' sense of efficacy across the three experience-groups, F (2, 93) = 3.56, p = 0.032. However, there is no significant difference in teachers' knowledge and implementation of DI based either on their experience or qualification. The results also indicate that neither teachers' experience nor their qualification was a significant moderator of the DI implementation model. It is recommended teachers be equipped with sufficient knowledge of DI by incorporating relevant content in teacher training programs. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01