Effectiveness of Differentiated Instruction Training to Enhance Teachers' Sense of Efficacy in Inclusive Schools

Abstract

Objective - This study aims to determine the effect of differentiated instruction training on teachers' efficacy at inclusion schools in Jogjakarta. Methodology/Technique - The subjects in this study consist of 5 school teachers working in elementary inclusion schools in Baciro Yogyakarta. The data were collected using the Teacher Sense of Efficacy Scale (TSES), which is adapted from Woolfolk and Hoy (1993). This is an experimental study, using one group pre-test and post-test. The data is analyzed using the Wilcoxon test. Findings - The findings show that there is a significant difference in the efficacy of inclusion school teachers before and after the training is given, where the value Z = -2.023 and p = 0.0438 (p< 0.05). Novelty - This study demonstrates that differentiated instruction teacher training can improve the sense of efficacy in school teachers working in inclusion elementary schools in Baciro Jogjakarta. Type of Paper - Empirical. Keywords: Differentiated Instruction Training; Effectiveness; Teacher Efficacy; Inclusion Schools; Indonesia. JEL Classification: I21, I29.