Vietnamese Secondary School Teachers’ Intention to Implement Differentiated Instruction: A PLS-SEM Analysis of DI-Specific Self-Efficacy
Keywords:
behavioral intention; differentiated instruction; PLS-SEM; self-efficacy; UTAUT–Theory of Planned Behavior (TPB)Abstract
In the context of Vietnam’s 2018 General Education Curriculum, differentiated instruction (DI) is increasingly emphasized in competency-based education. However, its classroom implementation remains demanding. While previous studies acknowledge contextual barriers, little is known about how internal capabilities (DI-specific self-efficacy), external support (facilitating conditions), social influence, and acceptance beliefs are jointly associated with teachers’ intention to implement DI. This study tested an extended Unified Theory of Acceptance and Use of Technology–Theory of Planned Behavior model in which perceived behavioral control was specified through DI-specific self-efficacy as an internal capability factor and facilitating conditions as an external support factor. The model also adapted perceived usefulness and perceived ease of use to a pedagogical innovation context and included perceptions of DI as an antecedent of these acceptance beliefs. Using convenience sampling, a cross-sectional survey was conducted with 739 Vietnamese secondary school teachers, and the data were analyzed using partial least squares structural equation modeling (PLS-SEM). The measurement model demonstrated adequate reliability and validity. The structural model explained 75.4% of the variance in behavioral intention, 72.5% in attitude, 56.3% in perceived usefulness, and 20.4% in perceived ease of use. DI-specific self-efficacy was the strongest direct predictor of behavioral intention (β= .469, p < .001), followed by attitude (β = .348, p < .001) and facilitating conditions (β = .129, p < .001). Perceptions of DI positively predicted perceived ease of use and perceived usefulness, while perceived usefulness and subjective norm positively predicted attitude. Taken together, the findings indicate that teachers’ intention to implement DI is associated with both internal capability and external support, together with their perceptions and evaluations of DI. Professional development should therefore strengthen teachers’ DI-specific self-efficacy while providing practical and institutional support for implementation.
https://doi.org/10.26803/ijlter.25.9.18
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