Chinese version of the teachers’ attitudes towards differentiated instruction scale: an adaptation study

Abstract

Due to the increasing heterogeneity of students within learning groups at school, teachers are urged to appropriately address students’ learning needs by means of differentiated instruction. Given that the successful and effective implementation of differentiated instruction relies mostly on teachers, research has extensively explored teacher-related variables, such as attitudes, that have a strong impact on their use of differentiated instruction. However, empirical research exploring teachers’ attitudes, specifically towards the practice of DI, is still quite limited. In addition, up to now, there is only one available instrument that assesses teachers’ attitudes towards DI, the Teachers’ Attitudes towards Differentiated Instructional Scale (TAT-DIS). In this context, the purpose of the present study is to report on the instrument’s adaptation and implementation within the mainland Chinese context. The sample consisted of 650 primary and 702 secondary school teachers from western and central areas of China. Results of the confirmatory factor analysis confirmed the original two-factor structure: the value of DI and perceived insufficient resources. Regarding the internal consistencies of the subscales, the reliabilities of both subscales were good. Additionally, differences across the sociodemographic variables such as gender and school educational level were found. Limitations are discussed and future lines of research are recommended.