Teachers’ Perceptions on Differentiated Instruction: Do Experience, Qualification and Challenges Matter?

Abstract

This mixed-method study examines data gathered from 101 elementary teachers to investigate their perceptions about Differentiated Instruction (DI) based on qualification and experience. The study also explores the challenges of implementing DI. A survey questionnaire with both Likert-type and open-ended questions was utilised to collect data. The results indicated that teachers had a high perception on DI, while no statistically significant difference in teachers' perceptions based on their experience and qualification was identified. Additionally, lack of resources, time, support, knowledge, and class size were identified as barriers for DI implementation.

Exploring Bhutanese Teachers’ Perceptions of Differentiated Instruction in Inclusive Schools in Bhutan

“…In contrast, no statistically significant differences were observed in the perceptions of DI based on level of teaching experience, which is similar to the research findings of Merawi (2018) and Shareefa et al (2019). As DI is a relatively new teaching approach, having only recently begun to be practised in inclusive schools in Bhutan, most participants, even though they have been teaching for a long time, may not have adequate classroom experience with it.…”

“…The data for this study were collected using an online survey, developed using Google Forms. The 15 items on the perception scales are adapted from Shareefa et al (2019) and Richards-Usher (2013), and modified to reflect the local contexts. As a result, the instrument underwent rigorous validity and reliability procedures.…”

Voices in practice: challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school

“…While the teachers in our study did not really comment in detail about administrative constraints other than those mentioned in the previous theme, the school leaders did. The need for administrative support for teachers by school principals has been highlighted in recent studies globally (de Jager, 2017;Shareefa et al, 2019) as well as in Australia (e.g. Jarvis et al, 2016;Sharp et al, 2020); this study provides a recount from the school leader's perspective.…”

“…Despite the considerable literature that highlights the benefits of DI (e.g. Algozzine & Anderson, 2007;Gibbs & Colleague, 2021;Roy et al, 2013;Wormeli, 2005), some teachers find implementing DI in heterogenous classrooms challenging (Lavania & Nor, 2020;Shareefa et al, 2019). DI is likewise a concern for pre-service teachers, with many also experiencing difficulty with its implementation (Brevik et al, 2018;Scarparolo & Subban, 2021).…”

“…Furthermore, limited support from school leaders and the administration team is seen as a barrier. As an example, a study of 137 elementary teachers in the Maldives by Shareefa et al (2019) identified that ineffective administrative support through high teacher workload, limited resources and infrequent opportunity for professional learning opportunities impacted their capacity to implement DI effectively. Similarly, qualitative research by Hertberg-Davis and Brighton (2006) with three middle school principals in the USA revealed that school principals are an important factor in successful teacher implementation of DI.…”