Three key indicator of elementary school teachers' readiness in differentiated instruction: An exploratory factor analysis

The main purpose of this research is to develop a measure to determine the readiness perceptions of elementary school teachers toward differentiated mathematics learning. Exploratory factor analysis was conducted within the scope of scale validity, and its internal consistency was analyzed for reliability. Data for the exploratory factor analysis were collected from 112 elementary school teachers in various regions of Indonesia who had implemented differentiated mathematics learning during the academic year 2022--2023. Aiken's analysis was used to measure the content validity from expert judgment. As a result of the exploratory factor analysis, three underlying factors were formed in the construction of the construct validity of the instrument: MR1 (learning management), MR2 (coaching and continuous learning), and MR3 (teaching strategies). The questionnaire instrument, consisting of 27 items, had factor loadings between 0.385 and 0.851. The significant values for EFA were overall MSA = 0.89, χ² = 1944.1; df = 351; SRMR = 0.057; and CFI = 0.97, indicating an acceptable level of fit that confirms the three-factor structure. The findings suggest that the developed scale is a valid and reliable measure for determining the readiness perceptions of elementary school teachers toward differentiated mathematics learning. These insights provide practical implications for educational policymakers and teacher training institutions, enabling them to design more effective professional development programs. Such programs can focus on equipping teachers with the skills and strategies necessary to implement differentiated instruction, ultimately enhancing educational outcomes and addressing diverse student needs under the Merdeka Curriculum.