Abstract
According to literature, teachers’ attitudes are a strong predictor of their differentiated instructional practice. However, empirical research exploring teachers’ attitudes, specifically towards the practice of DI, is still quite limited. Currently, there is only one instrument available that assesses teachers’ attitudes towards DI, that is the Teachers’ Attitudes towards Differentiated Instructional Scale (TAT-DIS), which has not been explored within any Arabian country. With this background, this study examines the psychometric characteristics of the Arabic version of the tool. A total 221 teachers in two Arabic countries, Egypt and Saudi Arabia, participated in the study. Results of the confirmatory analysis confirmed the hypothesized two-factor structure and internal consistencies of the subscales were good. Limitations and implications of the study are further discussed.
| Original language | English |
|---|---|
| Article number | 1425152 |
| Journal | Frontiers in Psychology |
| Volume | 16 |
| Number of pages | 8 |
| ISSN | 1664-1078 |
| DOIs | |
| Publication status | Published - 22.08.2025 |
Bibliographical note
Publisher Copyright:Copyright © 2025 Alnahdi, Pozas, Sulaimani and Letzel-Alt.
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 4 Quality Education
Research areas and keywords
- differentiated instruction
- inclusive education
- psychometric properties
- TAT-DIS
- teachers’ attitudes
- Educational science
- Psychology
ASJC Scopus Subject Areas
- General Psychology
- Psychology(all)
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