Differentiated instruction in rural Chinese schools: unlocking the synergistic effects of teacher leadership, professional learning communities and teacher self-efficacy

Purpose The implementation of differentiated instruction is complex and deeply intertwined with school leadership dynamics and contextual factors. This study aims to examine the multiple paths between teacher leadership and differentiated instruction, mediated by professional learning communities and teacher self-efficacy in rural primary schools in North China. Design/methodology/approach Based on data from 851 teachers, partial least squares analysis revealed the positive impact of teacher leadership on differentiated instruction. Findings It was found that professional learning communities and teacher self-efficacy played significant mediating roles for enhancing differentiated instruction by strengthening teacher leadership. Originality/value These insights inform strategic recommendations for improving teaching practices in rural schools. The results enrich the impact mechanism of existing conceptual framework of differentiated instruction in rural primary school teachers in Chinese Mainland and offer theoretical and practical insights for the practice of teacher leadership theory in the Chinese rural context. In under-resourced settings, relying on professional learning community to enhance teachers' self-efficacy can fully catalyse teachers' leadership practice and promote teachers' team to practice effective differentiated teaching.