Date
8-29-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Laura Mansfield
Keywords
international school, differentiated instruction, teacher efficacy, teacher interest, teacher attitude toward differentiated instruction
Disciplines
Curriculum and Instruction | Education
Recommended Citation
Johnson, Abigail H., "A Predictive Correlational Study of the Relationship Between International School Teachers’ Interest, Self-Efficacy, and Attitudes and Their Use of Differentiated Instruction" (2025). Doctoral Dissertations and Projects. 7451.
https://digitalcommons.liberty.edu/doctoral/7451
Abstract
The purpose of this quantitative predictive correlational study was to examine the predictive ability of teachers’ interest, self-efficacy, and attitudes toward differentiated instruction and their use of differentiated instruction among teachers in international schools in Asia. This study is important because it adds to the existing literature regarding teachers’ use of differentiated instruction in international schools in Asia. The sample was composed of 111 participants across international schools in countries in Asia, including Cambodia (3.60%), China (8.11%), India (2.70%), Indonesia (7.21%), Japan (3.60%), Malaysia (6.31%), Myanmar (8.11%), Philippines (3.60%), Singapore (9.91%), South Korea (6.31%), Taiwan (11.71%), Thailand (27.03%), Vietnam (1.80%). The participants also represented all school divisional levels, including elementary, middle, and high school. Data were collected using the Differentiated Instruction Scale (DIS), Teacher Sense of Efficacy Scale (TSES), Teachers’ Attitudes toward DI Scale (TAT-DIS), and Teacher Interest Scale by Qualtrics surveys sent via email. The results of the multiple linear regression found a significant predictive correlation among the predictor variables of teachers’ interest, self-efficacy, and attitudes toward differentiated instruction and the criterion variable of teachers’ use of differentiated instruction. These results indicate that higher levels of teachers’ interest, self-efficacy, and attitudes toward differentiated instruction are associated with more frequent use of differentiated instruction. Recommendations for further research include an expanded study of international schools around the world, a qualitative study on the motivating factors and barriers that teachers face in the use of differentiated instruction, and a comparative analysis of teachers’ use of differentiated instruction based on demographic factors.
