The Power of Belief: How Self-Efficacy Shapes Teacher Readiness through Technological Pedagogical Content Knowledge-Based Dynamic Capabilities

In the digital transformation era, differentiated learning is an important strategy for addressing diverse students’ needs. This study examines the influence of teacher self-efficacy on readiness to implement differentiated learning and the mediating role of Technological, Pedagogical, and Content Knowledge (TPACK)-based Dynamic Capability. Using a quantitative approach and a survey of 73 economics teachers in Islamic high schools in Central Java, Indonesia, the data were analyzed using PLS-SEM.