تحديات تطبيق التعلم المتمايز والكفاءة الذاتية وعلاقتهما بالممارسات التدريسية الداعمة للفروق الفردية لدى معلمي العلوم بالمرحلة الابتدائية

عزيز بن سالم عزيز العمري*

doi:10.53285/artsep.v8i3.3409

Authors

Aziz Salem Aziz **Alamri

DOI:

https://doi.org/10.53285/artsep.v8i3.3409

Keywords:

differentiated instruction, teacher self-efficacy, teaching practices, individual differences, science education; PLS-SEM.

Abstract

The study aimed to develop and test a structural model explaining teaching practices supportive of individual differences among primary school science teachers in Tabuk City by examining relationships between challenges of implementing differentiated instruction, teachers’ self-efficacy, and these practices. A cross-sectional quantitative design with an exploratory explanatory orientation was employed, and data were collected from 30 male and female teachers. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used, with differentiated instruction challenges modeled as a second-order hierarchical construct. Results demonstrated acceptable levels of reliability and validity, with conditional acceptance of the content challenges dimension. A positive and statistically significant relationship was found between teachers’ self-efficacy and teaching practices supportive of individual differences (β = 0.591, p = 0.001), with a large effect size. However, neither direct nor indirect effects of implementation challenges were statistically significant. The model explained 57.6% of the variance in teaching practices. Findings highlight teachers’ self-efficacy as a pivotal resource for promoting practices responsive to individual differences. The study recommends professional development programs based on mastery experiences, modeling, feedback, and collaborative planning, alongside providing adequate resources, time, and tools to mitigate implementation challenges.

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