A serial mediation model of the impact of teachers' collaboration on their attitudes: The roles of differentiated instruction and self-efficacy

This study draws on Social Cognitive Theory (SCT) to examine a serial mediation model in which differentiated instruction (DI) and teacher self-efficacy sequentially independently and sequentially mediate the relationship between teachers' professional collaboration and their attitudes toward equitable, inclusive education. Data were collected through an online questionnaire administered to 1629 primary and secondary school teachers across central regions of mainland China. The proposed theoretical model was tested using PROCESS in SPSS and structural equation modelling in AMOS. Analysis identified significant direct and indirect associations between teacher collaboration and attitudes. Specifically, teachers' use of DI and their self-efficacy served as sequential mediators, with DI preceding self-efficacy in the mediation pathway. The findings suggest that schools should provide various forms of support to facilitate collective and collaborative professional learning, enabling teachers to share learning materials, resources and knowledge, which may be associated with higher levels of competence, motivation, and confidence in addressing the diverse learning needs of students.