From attitudes to self-efficacy: identifying teachers profiles to understand their differentiated instructional practice

POZAS GUAJARDO, Marcela Gerardina; JORDAN, Gesine; Letzel-Alt, Verena

doi:10.1080/08856257.2025.2500134

Article (Scientific journals)

From attitudes to self-efficacy: identifying teachers profiles to understand their differentiated instructional practice

POZAS GUAJARDO, Marcela Gerardina; JORDAN, Gesine; Letzel-Alt, Verena

2025 • In European Journal of Special Needs Education, p. 1-15

Peer Reviewed verified by ORBi

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https://hdl.handle.net/10993/66791

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10.1080/08856257.2025.2500134

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Keywords :

attitudes; differentiated instruction; in-service teachers; Inclusive education; self-efficacy; Education; Health Professions (miscellaneous); Developmental and Educational Psychology

Abstract :

[en] There is numerous empirical evidence that indicates the predictive role of teachers’ self-efficacy and attitudes towards inclusive education for their inclusive teaching practice. However, despite extensive international research, there is still a very limited number of studies that have investigated the interplay amongst such variables and their resulting impact on inclusive practice. Considering the relevance of teachers’ self-efficacy and attitudes for their inclusive teaching practice, the present study aims to explore their potential interrelations by employing latent profile analysis. Additionally, this study examines whether teachers differentiated instructional practice varies between the resulting teacher profiles. To address these research goals, the present study uses teacher data stemming from the National Educational Panel Study in Germany. The sample consisted of N = 891 in-service teachers from different school tracks. Three distinct latent profiles of teacher attitude were identified. Furthermore, these profiles predicted teachers’ differentiated instructional practice. Limitations and further lines of research are further discussed.

Disciplines :

Education & instruction

Author, co-author :

POZAS GUAJARDO, Marcela Gerardina ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) > Teaching and Learning

JORDAN, Gesine ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) > Cognitive Science and Assessment

Letzel-Alt, Verena ; Institute for Educational Sciences, Leuphana University Lüneburg, Lüneburg, Germany

External co-authors :

yes

Language :

English

Title :

From attitudes to self-efficacy: identifying teachers profiles to understand their differentiated instructional practice

Publication date :

2025

Journal title :

European Journal of Special Needs Education

ISSN :

0885-6257

eISSN :

1469-591X

Publisher :

Routledge

Pages :

1-15

Peer reviewed :

Peer Reviewed verified by ORBi

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https://www.tandfonline.com/doi/pdf/10.1080/08856257.2025.2500134

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since 15 December 2025

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