Abstract This mixed‐methods study explored preschool teachers' self‐efficacy (TSE) in implementing differentiated instruction (DI) in Singapore by examining the associations between TSE, DI and sources of efficacy. A survey of 253 teachers, using the Teachers' Self‐Efficacy in Differentiated Instruction (TSE‐DI) and DI Practice scales, found that exposure to educating children with disabilities was a significant predictor of higher TSE, whereas years of teaching experience and prior DI training were not. Teachers with higher TSE reported more frequent DI use, with TSE fully mediating the relationship between disability exposure and DI implementation. In‐depth interviews with nine teachers indicated that both high and low efficacy groups often cited mastery experiences from online and professional learning. Those with higher TSE described more engagement with children with disabilities and opportunities to mentor colleagues. Both groups reported limited opportunities for vicarious learning and social persuasion due to time and manpower constraints. Higher TSE teachers also reported greater resilience and problem‐solving mindset. Participants emphasised the need for human and environmental support, including smaller class sizes and collaborative cultures. These findings highlight the value of professional development integrating field‐based exposure with structured peer learning to strengthen TSE, alongside supportive environments and targeted training for inclusive early childhood education.
Jennifer Huey Li Tan (Thu,) studied this question.