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

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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.

Original languageEnglish
Article number103962
JournalTeaching and Teacher Education
Volume122
Number of pages12
ISSN0742-051X
DOIs
Publication statusPublished - 01.02.2023
Externally publishedYes

Bibliographical note

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    Research areas

  • Differentiated instruction, heterogeneity, Student diversity, Teachers' job satisfaction, Teachers' stress
  • Educational science