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

Mira Aliza Rachmawati ()
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Mira Aliza Rachmawati: Universitas Islam Indonesia, Jl. Kaliurang km 14,5 Besi Sleman, 55584, Yogyakarta, Indonesia Author-2-Name: Nur Widiasmara Author-2-Workplace-Name: Universitas Islam Indonesia, Jl. Kaliurang km 14,5 Besi Sleman, 55584, Yogyakarta, Indonesia Author-3-Name: Thobagus Muh Nu'man Author-3-Workplace-Name: Universitas Islam Indonesia, Jl. Kaliurang km 14,5 Besi Sleman, 55584, Yogyakarta, Indonesia

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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

Keywords: Differentiated Instruction Training; Effectiveness; Teacher Efficacy; Inclusion Schools; Indonesia. (search for similar items in EconPapers)
JEL-codes: I21 I29 (search for similar items in EconPapers)
Pages: 6
Date: 2018-02-16
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Published in Global Journal of Business and Social Science Review, Volume 6, Issue 1.

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