The effects of differentiated instruction on teachers’ stress and job satisfaction

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Authors

Following an embedded sequential explanatory mixed-method research design in which quantitative and qualitative data were merged, this paper examines teachers' experiences of stress and job satisfaction and their relation to the DI practice. The quantitative study uses data from the National Educational Panel Study in Germany (N = 209 teachers), while the qualitative study analyses interview responses of 24 secondary school teachers. Findings reveal that teachers experience positive effects from implementing DI, but also perceive the practice as slightly stressful. Additionally, the paper discusses teachers’ DI training needs and the implications of the results, and calls for further research.

OriginalspracheEnglisch
Aufsatznummer103962
ZeitschriftTeaching and Teacher Education
Jahrgang122
Anzahl der Seiten12
ISSN0742-051X
DOIs
PublikationsstatusErschienen - 01.02.2023
Extern publiziertJa

Bibliographische Notiz

Funding Information:
☆ This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Publisher Copyright:
© 2022 The Authors

DOI