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 contributions › Journal articles › Research › peer-review
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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 -