The essential role of teacher self-efficacy and enthusiasm for differentiated instruction

This study examines which professional characteristics may help elementary school teachers ( N = 489) to implement differentiated instruction (DI). Regression models showed that teacher self-efficacy and enthusiasm are positively associated with teacher-reported DI aimed at students with different achievement levels, and at high achievers only. Teacher assessment activities during lesson planning were positively associated with DI for all achievement levels, but not for high achievers; they were more closely linked with DI when teachers reported higher enthusiasm and self-efficacy. These results suggest that teacher educators can foster DI by strengthening teacher self-efficacy and enthusiasm in addition to assessment activities during lesson planning. • We examined prerequisites of DI focusing students with different achievement levels, and high achievers only. • Teachers' self-efficacy for teaching high-achieving students was positively associated with both dimensions of DI. • Enthusiasm for teaching was positively associated with both dimensions of DI. • DI for students with different achievement levels was associated with assessment activities during lesson planning. • DI for high-achievers was associated with assessment activities only in highly and moderately enthusiastic teachers.