Teachers’ beliefs, practices, and challenges in implementing differentiated instruction in Ethiopia

Abstract

The study investigates Teachers’ Beliefs, Practices, and Challenges about Differentiated Instruction Implementation in Secondary Schools of Sidama Regional State, Ethiopia. A convergent parallel design of mixed methods was employed, combining both quantitative and qualitative data collection techniques. For the quantitative aspect, 330 secondary school teachers were selected through random sampling methods. In the qualitative component, 10 secondary school teachers were chosen purposively for in-depth interviews. Quantitative data were gathered via a self-developed questionnaire and analyzed using descriptive and inferential statistics, while qualitative data were collected through semi-structured guided interviews and analyzed thematically. The study found that secondary school teachers generally hold positive beliefs regarding the implementation of differentiated instruction. However, it was also noted that these teachers infrequently apply differentiation in their teaching practices. The analysis reveals a statistically significant positive relationship ( β = 0.157, t = 2.887, p = 0.004) between teachers’ beliefs about differentiated instruction (DI) and their practices. Despite the regression model being significant ( F = 8.333, p < 0.005), it accounts for only variability in DI practices ( R 2 = 0.025), suggesting that other factors may play a more substantial role. Major challenges impacting implementation included low salary, lack of time, and inadequate knowledge of instructional technologies, large class sizes, heavy workloads, traditional teaching views, and low student motivation. The research concludes that secondary teachers’ implementation of DI is low, recommending capacity-building training and continuous professional development to enhance DI practices.