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Development and Validation of the Pre-Service Teacher Perceived Sources of Self-Efficacy for Differentiated Instruction Scale

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Title: Development and Validation of the Pre-Service Teacher Perceived Sources of Self-Efficacy for Differentiated Instruction Scale
Language: English
Authors: Pearl Subban (ORCID 0000-0002-2904-976X), Gemma Scarparolo (ORCID 0000-0003-0423-4421)
Source: Journal of Research in Special Educational Needs. 2026 26(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Self Efficacy, Individualized Instruction, Foreign Countries, Self Concept Measures, Test Construction, Test Validity, Mentors, Observational Learning
Geographic Terms: Australia
DOI: 10.1111/1471-3802.70069
ISSN: 1471-3802
Abstract: Teachers are increasingly expected to differentiate instruction to address the diverse learning needs of students. Developing strong sources of self-efficacy that support differentiated instruction during initial teacher education is therefore important. Relatively little is known about pre-service teachers' perceived sources of self-efficacy for differentiated instruction, and no scale has been developed for this population. The aim of this study was to develop and pilot an evaluation of a scale designed to measure pre-service teachers' perceived sources of self-efficacy regarding differentiated instruction. The scale was informed by Bandura's model of self-efficacy and Tomlinson's framework for differentiated instruction. A pilot study was conducted with pre-service teachers (N = 21) enrolled in a Master of Teaching (Initial Teacher Education) program in Australia. Exploratory factor analysis was used to inform systematic item reduction and to examine the plausibility of an underlying factor structure, alongside internal consistency reliability. This resulted in a 20-item instrument comprising four theoretically coherent factors aligned with Bandura's sources of self-efficacy. Preliminary findings suggest that observation of experienced teachers and mentoring during professional experience may be salient sources of self-efficacy during the preparatory phase of teacher education. Further large-scale validation is required to establish the stability and generalisability of the scale.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503945
Database: ERIC
FullText Text:
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  Data: Development and Validation of the Pre-Service Teacher Perceived Sources of Self-Efficacy for Differentiated Instruction Scale
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Pearl+Subban%22">Pearl Subban</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2904-976X">0000-0002-2904-976X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gemma+Scarparolo%22">Gemma Scarparolo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0423-4421">0000-0003-0423-4421</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Special+Educational+Needs%22"><i>Journal of Research in Special Educational Needs</i></searchLink>. 2026 26(2).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 18
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept+Measures%22">Self Concept Measures</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Observational+Learning%22">Observational Learning</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: DOI
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  Data: 10.1111/1471-3802.70069
– Name: ISSN
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  Data: 1471-3802
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Teachers are increasingly expected to differentiate instruction to address the diverse learning needs of students. Developing strong sources of self-efficacy that support differentiated instruction during initial teacher education is therefore important. Relatively little is known about pre-service teachers' perceived sources of self-efficacy for differentiated instruction, and no scale has been developed for this population. The aim of this study was to develop and pilot an evaluation of a scale designed to measure pre-service teachers' perceived sources of self-efficacy regarding differentiated instruction. The scale was informed by Bandura's model of self-efficacy and Tomlinson's framework for differentiated instruction. A pilot study was conducted with pre-service teachers (N = 21) enrolled in a Master of Teaching (Initial Teacher Education) program in Australia. Exploratory factor analysis was used to inform systematic item reduction and to examine the plausibility of an underlying factor structure, alongside internal consistency reliability. This resulted in a 20-item instrument comprising four theoretically coherent factors aligned with Bandura's sources of self-efficacy. Preliminary findings suggest that observation of experienced teachers and mentoring during professional experience may be salient sources of self-efficacy during the preparatory phase of teacher education. Further large-scale validation is required to establish the stability and generalisability of the scale.
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  Data: 2026
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  Data: EJ1503945
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1503945
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1111/1471-3802.70069
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Self Concept Measures
        Type: general
      – SubjectFull: Test Construction
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Observational Learning
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Development and Validation of the Pre-Service Teacher Perceived Sources of Self-Efficacy for Differentiated Instruction Scale
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          Name:
            NameFull: Pearl Subban
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            NameFull: Gemma Scarparolo
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            – D: 01
              M: 04
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-electronic
              Value: 1471-3802
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              Value: 26
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              Value: 2
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            – TitleFull: Journal of Research in Special Educational Needs
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