Author

Blesilgen N. Leong*
Cebu Technological University – Main Campus, Cebu City, Philippines

Abstract

This study assessed the relationship between perceived self-efficacy and attitudes toward inclusive education and their differentiated instruction (DI) practices of the 43 in-service teachers of Zapatera National High School for the school year 2025– 2026. A quantitative descriptive-correlational research design was employed. Survey questionnaires were administered to the participants, including the Teacher Efficacy for Inclusive Practices (TEIP) scale adopted from Park et al. (2016) to measure perceived self-efficacy, the Attitudes to Inclusion Scale and Intention to Teach in Inclusive Classrooms Scale (AIS-ITICS) adopted from Pivarc (2024) to measure attitudes toward inclusion, and the Differentiated Instruction Questionnaire (DI-Quest) adopted from Coubergs et al. (2017) to measure DI practices. Descriptive statistics showed that participants had high levels of perceived self-efficacy (M = 5.02, SD = 0.57), high levels of attitudes toward inclusive education (M = 4.94, SD = 0.86), and high levels of DI practices (M = 4.53, SD = 0.38). Pearson r correlation revealed statistically significant positive relationships between perceived self-efficacy (r = 0.401, p < .05) and attitudes (r = 0.641, p < .05) with DI practices. The study concludes that higher perceived self- efficacy and more favorable attitudes toward inclusion are associated with greater implementation of differentiated instruction. A professional development plan was developed as an output of this research to enhance teachers’ inclusive competencies and support equitable learning in Philippine public classrooms.

Keywords: Special education, perceived self-efficacy, attitude towards inclusive education, perceived differentiated instruction practices, Cebu, Philippines.

*Corresponding author / Email: blesnavarroleong@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021197

Recommended citation:
Leong, B. N. (2026). The influence of teacher self-efficacy and attitude in differentiated instruction practices within inclusive education in Zapatera National High School. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 5022-5046. http://doi.org/10.69651/PIJHSS05021197

Read the full text

References

Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7-16. https://doi.org/10.1080/20020317.2020.1729587

Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckmann (Eds.), Action control (pp. 11-39). Springer. https://doi.org/10.1007/978-3-642-69746-3_2

Alnahdi, G. H., Lindner, K.-T., & Schwab, S. (2022). Teachers’ implementation of inclusive teaching practices as a potential predictor for students’ perception of academic, social, and emotional inclusion. Frontiers in Psychology, 13, 917676. https://doi.org/10.3389/fpsyg.2022.917676

An, J., & Meaney, K. S. (2015). Inclusion practices in elementary physical education: A social-cognitive perspective. International Journal of Disability, Development and Education, 62(2), 143-157. https://doi.org/10.1080/1034912X.2014.998176

Antonio, R. B. (2024). Differentiated instruction: Effective teaching strategy in the Philippines. Luakan National High School. https://www.depedbataan.com/wp-content/uploads/2024/02/DIFFERENTIATED-INSTRUCTION-EFFECTIVE-TEACHING-STRATEGY-IN-THE-PHILIPPINES.pdf

Aurora, N. (2025). The role of differentiated instruction in supporting diverse learners in inclusive classrooms. International Journal of Research Publication and Reviews, 6(2), 5112-5116. https://ijrpr.com/uploads/V6ISSUE2/IJRPR39204.pdf

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Pearson Education.

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.

Cañoso, M. J. (2024). Teachers’ motivation, self-efficacy, and competence in teaching in an inclusive classroom. International Multidisciplinary Research Journal, 6(4), 195-201. https://doi.org/10.54476/ioer-imrj/004112

Charitaki, G., Kourti, I., Gregory, J., Ozturk, M., Ismail, Z., Alevriadou, A., & Demirel, C. (2022). Teachers’ attitudes towards inclusive education: A cross-national exploration. Trends in Psychology, 15, 1-28. https://doi.org/10.1007/s43076-022-00240-0

Coubergs, K., Struyven, K., Vanthournout, G., & Engels, N. (2017). Measuring teachers’ perceptions about differentiated instruction: The DI-Quest instrument and model. Studies in Educational Evaluation, 53, 41-54. https://doi.org/10.1016/j.stueduc.2017.02.004

Dalanon, J., & Matsuka, Y. (2017). Filipino teachers’ sense of efficacy in inclusion classes. Asia Pacific Journal of Research, 1(58). https://files.eric.ed.gov/fulltext/ED580349.pdf

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311

Department of Education. (2017). DepEd Order No. 42, s. 2017: National adoption and implementation of the Philippine professional standards for teachers. https://www.deped.gov.ph/2017/08/11/do-42-s-2017-national-adoption-and-implementation-of-the-philippine-professional-standards-for-teachers/

Department of Education. (2019). DepEd Order No. 21, s. 2019: Policy guidelines on the K to 12 basic education program. https://www.deped.gov.ph/2019/08/22/august-22-2019-do-021-s-2019-policy-guidelines-on-the-k-to-12-basic-education-program/

Deocampo, C. P. (2025). Influence of teacher’s feedback on the effectiveness of differentiated instruction in the elementary schools of Panabo City Division. EPRA International Journal of Environmental Economics, Commerce and Educational Management, 12(7), 116-124. https://doi.org/10.36713/epra23334

Dignath, C., Rimm-Kaufman, S., van Ewijk, R., & Kunter, M. (2022). Teachers’ beliefs about inclusive education and insights on what contributes to those beliefs: A meta-analytical study. Educational Psychology Review, 34(6), 2609-2660. https://doi.org/10.1007/s10648-022-09695-0

Espeño, S. R., Babiano, E. H., Bucoy, M. L., Busime, E. L., & De Borja, J. M. (2024). Issues and challenges of implementing special education (SPED) curriculum in the Philippines. Jurnal Inovasi Pendidikan, 2(4), 196-205. https://edukhasi.org/index.php/jip

Ferrer, J. M. R., & Naanep, N. D. (2025). Enhancing learning: Differentiated instruction in elementary schools. Journal of Interdisciplinary Perspectives, 3(6). https://ejournals.ph/article.php?id=26466

Gheyssens, E., Coubergs, C., Griful-Freixenet, J., Engels, N., & Struyven, K. (2022). Differentiated instruction: The diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles. International Journal of Inclusive Education, 26(14), 1383-1400. https://doi.org/10.1080/13603116.2020.1812739

Havik, R. N. (2025). Teacher self-efficacy and the implementation of inclusive education practices: A systematic review [Unpublished master’s thesis]. University of Groningen.

Ismailos, L., Gallagher, T., Bennett, S., & Li, X. (2019). Pre-service and in-service teachers’ attitudes and self-efficacy beliefs with regards to inclusive education. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2019.1642402

Kimhi, O., & Bar Nir, A. (2025). Teacher training in the transition to inclusive education: A case study in Israel. Frontiers in Education. https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1510314/full

Krainer, I., Pinili, L., Espina, R., & Opingo, K. M. (2024). Teachers’ self-efficacy, attitudes, and challenges in the implementation of inclusive education. World Journal on Education and Humanities Research, 4(1), 136-145. https://www.researchgate.net/publication/379189815_Teachers%27_Self-Efficacy_Attitudes_and_Challenges_in_the_Implementation_of_Inclusive_Education

Kupers, E., de Boer, A., Bakker, A., de Jong, F., & Minnaert, E. (2024). Explaining teachers’ behavioural intentions towards differentiated instruction for inclusion: Using the theory of planned behavior and the self-determination theory. European Journal of Special Needs Education, 39(4), 638-647. https://doi.org/10.1080/08856257.2023.2263717

Laine, S., & Tirri, K. (2023). Literature review on teachers’ mindsets, growth-oriented practices and why they matter. Frontiers in Education, 8, 1275126. https://doi.org/10.3389/feduc.2023.1275126

Lauron, G. E., Delos Reyes, N. R. T., Pinili, L. C., Añero, M. B., & Cabigon, A. F. P. (2025). Teachers’ professional development and its role in enhancing readiness for inclusive education of diverse learners. The International Journal of the Humanities and Social Sciences, 4(4), 6390-6408. https://doi.org/10.69651/PIJHSS0404591

Lawrence-Brown, D. (2020). Differentiated instruction and inclusive schooling. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1223

Luszczynska, A., & Schwarzer, R. (2015). Social cognitive theory. In M. Conner & P. Norman (Eds.), Predicting and changing health behaviour (pp. 225-251). Open University Press. https://www.susana.org/_resources/documents/default/3-4654-7-1641372192.pdf

Miesera, S., DeVries, J. M., Jungjohann, J., & Gebhardt, M. (2018). Correlation between attitudes, concerns, self-efficacy and teaching intentions in inclusive education: Evidence from German pre-service teachers using international scales. Journal of Research in Special Educational Needs. https://doi.org/10.1111/1471-3802.12432

Mudhar, G., Ertesvåg, S. K., & Pakarinen, E. (2024). Patterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, and collegial collaboration. European Journal of Special Needs Education, 39(3), 446-462. https://doi.org/10.1080/08856257.2023.2233297

Onyishi, C. N., & Sefotho, M. M. (2020). Teachers’ perspectives on the use of differentiated instruction in inclusive classrooms: Implication for teacher education. International Journal of Higher Education, 9(6), 136-144. https://doi.org/10.5430/ijhe.v9n6p136

Park, M.-H., Dimitrov, D. M., Das, A., & Gichuru, M. (2016). The teacher efficacy for inclusive practices (TEIP) scale: Dimensionality and factor structure. Journal of Research in Special Educational Needs, 16(1), 2-12. https://doi.org/10.1111/1471-3802.12047

Patlunag, J. P., & Chavez, J. C. (2025). Peer feedback and quality of teaching: Implications on teacher education students’ self-regulation. Ignatian International Journal for Multidisciplinary Research, 3(4), 1057-1084. https://doi.org/10.5281/zenodo.15282700

Pikić Jugović, I., Maskalan, A., & Pavin Ivanec, T. (2022). Gender differences and motivation for the teaching profession: Why do men choose (not) to teach? Australian Journal of Teacher Education, 47(9). https://doi.org/10.14221/ajte.2022v47n9.1

Pivarč, J. (2024). Czech validation of the Attitudes to Inclusion Scale and the Intention to Teach in Inclusive Classroom Scale among primary school teachers. Journal of Research in Special Educational Needs, 25(3), 485-499. https://doi.org/10.1111/1471-3802.12739

Porta, T. (2025). Strengthening teacher self-efficacy for differentiated instruction: A framework for inclusive pedagogy. Springer. https://doi.org/10.1007/978-981-96-4368-4

Pozas, M., Jordan, G., & Letzel-Alt, V. (2025). From attitudes to self-efficacy: Identifying teachers’ profiles to understand their differentiated instructional practice. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2025.2500134

Pozas, M., & Letzel-Alt, V. (2023). Teacher collaboration, inclusive education and differentiated instruction: A matter of exchange, co-construction, or synchronization? Cogent Education, 10, 2240941. https://doi.org/10.1080/2331186X.2023.2240941

Pozas, M., Letzel, V., & Schneider, C. (2020). Teachers and differentiated instruction: Exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs, 20(3), 217-230. https://doi.org/10.1111/1471-3802.12481

Ramilo, J. P., & Ting, M. S. (2025). Effectiveness of differentiated instruction, level of engagement and academic performance of students with diverse learning needs in an inclusive classroom in SDO Calamba City. International Journal of Multidisciplinary Research and Growth Evaluation, 6(2), 1406-1415. https://www.allmultidisciplinaryjournal.com/uploads/archives/20250416181333_MGE-2025-2-312.1.pdf

Robinson, P., & Bond, C. (2025). A systematic literature review of teachers’ beliefs about intelligence and mindset and the potential impact on their practice. Educational Psychology in Practice, 41(2), 150-165. https://doi.org/10.1080/02667363.2024.2444601

Romano, A., Sahli Lozano, C., Wüthrich, S., Kullmann, H., Knickenberg, M., Sharma, U., & et al. (2024). How do attitudes and self-efficacy predict teachers’ intentions to use inclusive practices? A cross-national comparison between Canada, Germany, Greece, Italy, and Switzerland. Exceptionality Education International, 34(1), 17-41. https://doi.org/10.5206/eei.v34i1.16803

Rosario, J., Aribbay, A. J., Baccay, I. R., Lopez, K. K. G., Tandayu, C. B., & Villamor, C. I. (2024). Differentiating mathematics instruction: Teachers’ experiences in inclusive classrooms. Journal of Education, Social Sciences and Allied Health, 1(2). https://doi.org/10.65141/jessah.v1i2.n3

Sabanal, M. J., Delos Reyes, R., Cabigon, A. F., & Tenerife-Cañete, J. J. L. (2025). Inclusive education in Philippine secondary schools: Teachers’ readiness and competencies. Research in Social Sciences, 8(3), 11-26. https://doi.org/10.53935/26415305.v8i3.369

Sabinorio, R. L., Presno, R. M., Mamac, S. J., & Fernandez, E. J. (2024). Teaching behavior: A social cognitive inquiry into the work context of special education teachers. International Journal of Research Publications, 175(1), 921-945. https://doi.org/10.47119/IJRP1001751620258244

Sabinorio, R. L., Presno, R. M., Mamac, S. J., & Fernandez, E. J. (2025). Teaching behavior: A social cognitive inquiry into the work of special education teachers. International Journal of Research Publications, 175(1), 921-945. https://doi.org/10.47119/IJRP1001751620258244

Savolainen, H., Malinen, O.-P., & Schwab, S. (2020). Teacher efficacy predicts teachers’ attitudes towards inclusion: A longitudinal cross-lagged analysis. International Journal of Inclusive Education, 26(9), 958-972. https://doi.org/10.1080/13603116.2020.1752826

Schwab, S., Sharma, U., & Hoffman, L. (2022). How inclusive are the teaching practices of my German, maths and English teachers? Psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practices. International Journal of Inclusive Education, 26(1), 61-76. https://doi.org/10.1080/13603116.2019.1629121

Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12-21. https://doi.org/10.1111/j.1471-3802.2011.01200.x

Sharma, U., & Nuttal, A. (2016). The impact of training on pre-service teachers’ attitudes, concerns and efficacy towards inclusion. International Journal of Inclusive Education, 20(1), 1-14. https://doi.org/10.1080/1359866X.2015.1081672

Soeharto, S., Subasi Singh, S., & Afriyanti, F. (2024). Associations between attitudes toward inclusive education and teaching for creativity for Indonesian pre-service teachers. Thinking Skills and Creativity, 51, 101469. https://doi.org/10.1016/j.tsc.2024.101469

Spooner-Lane, R. (2016). Mentoring beginning teachers in primary schools: Research review. Professional Development in Education. https://doi.org/10.1080/19415257.2016.1148624

Tagyamon, J., Andan, R., Aranas, M. L., Asma, M., Bucog, V., Espiritu, S. M., Juarez, M. C. B., Limpag, G., Odever, M. N., Serdan, R. J., Sumampong, M. M., Villanueva, M. L., & Cabello, C. (n.d.). Inclusive education implementation in the Philippines: A systematic review. Psych Educ, 44(2), 215-224. https://doi.org/10.70838/pemj.440204

Tomlinson, C. A., Brimijoin, K., & Narvaez, L. (2018). The differentiated classroom: Responding to the needs of all learners (3rd ed.). ASCD.

Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1

UNESCO. (1994). The Salamanca statement and framework for action on special needs education. https://eric.ed.gov/?id=ED377665

Woodcock, S., & Hardy, I. (2025). Teacher self-efficacy, inclusion and professional development practices: Cultivating a learning environment for all. Professional Development in Education, 51(5), 890-904. https://doi.org/10.1080/19415257.2023.2267058

Woodcock, S., Sharma, U., Subban, P., & Hitches, E. (2022). Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices. Teaching and Teacher Education, 117, 103802. https://doi.org/10.1016/j.tate.2022.103802

Yada, A., Leskinen, M., Savolainen, H., & Schwab, S. (2022). Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education. Teaching and Teacher Education, 109, 103521. https://doi.org/10.1016/j.tate.2021.103521

Zhou, M., Xu, J., Li, F., & Chen, Y. (2023). The effect of professional development on in-service STEM teachers’ self-efficacy: A meta-analysis of experimental studies. International Journal of STEM Education, 10(1), 22. https://doi.org/10.1186/s40594-023-00422-x