The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction

Professional learning in differentiated instruction (DI) is a challenging learning process for beginning teachers. This study investigates the interplay between job (i.e., teacher autonomy and characteristics of professional learning communities (PLCs)) and personal resources (i.e., teacher self-efficacy) as hypothesized determinants of professionalization in DI. A sample of 227 beginning teachers from 65 primary schools participated. Path analyses showed that the PLC-characteristic 'reflective dialogue', teachers' self-efficacy and autonomy directly predicted self-reported changes in DI-practice (i.e., measure of professional learning). Moreover, autonomy and the PLC-characteristic 'collective responsibility' indirectly predicted self-reported changes in DI-practice via self-efficacy. Implications for educational practices are discussed.