The Effect of Stratified Teaching on Students Self-efficacy

Abstract

As an educational principle, stratified teaching aims to effectively improve teachers focus in the classroom, alleviate their stress, and enhance students learning at their respective levels. To date, this pedagogical principle, although widely used in schooling, has had an impact on the development of students self-efficacy due to the unfair differentiation it produces. Self-efficacy, as an important factor affecting self-directed learning as well as long-term learning, is a competence that students need to develop in the 21st century. This study explores the impact of stratified teaching on students self-efficacy by analyzing existing literature and data. Differentiation induced by stratified teaching affects students self-confidence, which, in turn, impacts their motivation to learn and has a negative effect on their self-efficacy. Besides, since teachers salaries are linked to students performance, the hidden salary disparities caused by stratified teaching also impact teachers expectations of students. This, in turn, reduces their focus and support for students, ultimately affecting students development of self-efficacy.