Factors That Impact Teacher Attitudes and Self-Efficacy: How do They Impact and Influence the Provision of Differentiated Instruction?
Differentiated Instruction (DI), a framework created for the purposes of enabling students to meet their learning goals, leads towards greater inclusivity of education. The DI model of education has been available to educators for 15 years, yet there is concern that the rates of DI application by Australian senior secondary school teachers is low. Research into primary and middle school attitude(s) towards DI has been relatively well-documented, however there is a paucity of research in this area and the factors influencing a teacher’s attitude towards DI. If the inclusivity of education is to be increased via the implementation of DI in classrooms around Australia, then it is crucial that we understand what factors govern teacher attitudes towards DI and therefore their willingness to implement it.