Teacher efficacy and pedagogical leadership development through school-university collaboration

Abstract

This paper examines the development of teacher efficacy and curriculum leadership against the context of differentiated instruction (DI) in mainstream schools through school-university collaboration. A one-year single case-study design was adopted with data collected through pre- and post-project questionnaires, semi-structured interviews and focus group interviews. Research findings showed that both teachers’ self-efficacy and curriculum leadership in catering for learner diversity have been enhanced as a result of personal and contextual factors. The results also demonstrated the facilitating role of the university consultants in a cyclic process of DI teacher professional development activities. These findings shed light on DI teacher education by proposing a teacher learning model in the context of catering for learner diversity through school-university collaboration.