Development and validation of the pre‐service teacher perceived sources of self‐efficacy for differentiated instruction scale
Bibliographic Data
| ID | 21723218 |
|---|---|
| Authors | Pearl Subban (0000-0002-2904-976X, Monash University Melbourne Victoria Australia, corresponding author), Gemma Scarparolo (0000-0003-0423-4421, University of Western Australia Perth Western Australia Australia) |
| Year | 2026 |
| Volume | 26 |
| Issue | 2 |
| Publication date | 2026-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.70069 |
| OpenAlex | W7134199734 |
| Language | EN |
| Citations received | 1 |
| References cited | 38 |
Teachers are increasingly expected to differentiate instruction to address the diverse learning needs of students. Developing strong sources of self‐efficacy that support differentiated instruction during initial teacher education is therefore important. Relatively little is known about pre‐service teachers' perceived sources of self‐efficacy for differentiated instruction, and no scale has been developed for this population. The aim of this study was to develop and pilot an evaluation of a scale designed to measure pre‐service teachers' perceived sources of self‐efficacy regarding differentiated instruction. The scale was informed by Bandura's model of self‐efficacy and Tomlinson's framework for differentiated instruction. A pilot study was conducted with pre‐service teachers ( N = 21) enrolled in a Master of Teaching (Initial Teacher Education) program in Australia. Exploratory factor analysis was used to inform systematic item reduction and to examine the plausibility of an underlying factor structure, alongside internal consistency reliability. This resulted in a 20‐item instrument comprising four theoretically coherent factors aligned with Bandura's sources of self‐efficacy. Preliminary findings suggest that observation of experienced teachers and mentoring during professional experience may be salient sources of self‐efficacy during the preparatory phase of teacher education. Further large‐scale validation is required to establish the stability and generalisability of the scale
Differentiated instruction · Exploratory factor analysis · Internal consistency · Professional development · Rating scale · Salient · Test validity · Early Childhood Education and Development · Teacher Education and Assessments · Teacher Education and Leadership Studies
Exploratory and confirmatory factor analysis
Equity and Inclusion in Education
Differentiated Instruction in Secondary Education
Where Should Student Teachers Learn to Teach?
Differentiated Instruction, Professional Development, and Teacher Efficacy
Integrating theory and practice in the pre-service teacher education practicum
Pre-Service Student-Teacher Self-efficacy Beliefs
Teacher education around the world
Self-determination theory in physical education
Redefining teaching, re‐imagining teacher education
On the Functional Properties of Perceived Self-Efficacy Revisited
Teacher preparation for inclusive education
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being
‘I do not think I actually do it well’
Measuring General Self-Efficacy
Teaching to address diverse learning needs
Differentiating instruction
Measuring teachers’ self-efficacy beliefs
Beginning teacher standards for physical education
Borders to cross
The differential antecedents of self-efficacy beliefs of novice and experienced teachers
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |