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

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The effects of differentiated instruction on teachers’ stress and job satisfaction. / Pozas, Marcela; Letzel-Alt, Verena; Schwab, Susanne.
In: Teaching and Teacher Education, Vol. 122, 103962, 01.02.2023.

Research output: Journal contributionsJournal articlesResearchpeer-review

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@article{3e1d69e272d64888a0f43ad81ed7a10b,
title = "The effects of differentiated instruction on teachers{\textquoteright} stress and job satisfaction",
abstract = "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{\textquoteright} DI training needs and the implications of the results, and calls for further research.",
keywords = "Differentiated instruction, heterogeneity, Student diversity, Teachers' job satisfaction, Teachers' stress, Educational science",
author = "Marcela Pozas and Verena Letzel-Alt and Susanne Schwab",
note = "Publisher Copyright: {\textcopyright} 2022 The Authors",
year = "2023",
month = feb,
day = "1",
doi = "10.1016/j.tate.2022.103962",
language = "English",
volume = "122",
journal = "Teaching and Teacher Education",
issn = "0742-051X",
publisher = "Pergamon Press",

}

RIS

TY - JOUR

T1 - The effects of differentiated instruction on teachers’ stress and job satisfaction

AU - Pozas, Marcela

AU - Letzel-Alt, Verena

AU - Schwab, Susanne

N1 - Publisher Copyright: © 2022 The Authors

PY - 2023/2/1

Y1 - 2023/2/1

N2 - 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.

AB - 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.

KW - Differentiated instruction

KW - heterogeneity

KW - Student diversity

KW - Teachers' job satisfaction

KW - Teachers' stress

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85145563757&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2022.103962

DO - 10.1016/j.tate.2022.103962

M3 - Journal articles

AN - SCOPUS:85145563757

VL - 122

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

SN - 0742-051X

M1 - 103962

ER -