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

Mariyam Shareefa, Visal Moosa, Rohani Mat Zin, Nor Zaiham Midawati Abdullah, Rosmawijah Jawawi

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.

https://doi.org/10.26803/ijlter.18.8.13


Keywords


Challenges, Differentiated Instruction (DI), Perceptions, Teacher qualification, Teaching experience

Full Text:

PDF

References


Baxter, J. D. (2013). How teacher training affects the implementation of differentiated instruction at the elementary level. (Doctoral Dissertation, Capella University, Minneapolis, Minnesota). Available from ProQuest Dissertations & Theses. (Order No. 3551590).

Brentnall, K. (2016). Believing everyone can learn: Differentiating instruction in mixed ability classrooms. (Doctoral Dissertation, College of Saint Elizabeth, New Jersey). Available from ProQuest Dissertations & Theses. (Order No. 10111279).

Burkett, J. A. (2013). Teacher perception on differentiated instruction and its influence on instructional practice. (Doctoral Dissertation, Oklahoma State University, Oklahoma). Available from ProQuest Dissertations & Theses. (Order No. 3588271).

Casey, M. (2011). Perceived efficacy and preparedness of beginning teachers to differentiate instruction. (Doctoral Dissertation, Johnson & Wales University, Providence, Rhode Island). Available from ProQuest Dissertations & Theses. (Order No. 3450193).

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson Education, Inc.

Davis, T. C. (2013). Differentiation of instruction in regular education elementary classes: An investigation of faculty and educational leaders’ perceptions of differentiated instruction in meeting the needs of diverse learners. (Doctoral Dissertation, University of Louisiana at Lafayette, Lafayette, Louisiana). Available from ProQuest Dissertations & Theses. (Order No. 3589970).

Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated Instruction, Professional Development, and Teacher Efficacy. Journal for the Education of the Gifted, 37(2), 111–127. https://doi.org/10.1177/0162353214529042

Garrett, S. (2017). A Comparative Study between Teachers’ Self-Efficacy of Differentiated Instruction and Frequency Differentiated Instruction is Implemented. (Doctoral Dissertation, Northcentral University, San Diego, California). Available from ProQuest Dissertations & Theses. (Order No. 10257026).

Jager, T. de. (2016). Perspectives of teachers on differentiated teaching in multi-cultural South African secondary schools. Studies in Educational Evaluation. 53, 115-121.https://doi.org/10.1016/j.stueduc.2016.08.004

Joseph, S., Thomas, M., Simonette, G., & Ramsook, L. (2013). The impact of differentiated instruction in a teacher education setting: Successes and challenges. International Journal of Higher Education, 2(3), 28–40.

Kendrick-Weikle, K. (2014). Illinois High School Teachers’ Understanding and Use of Differentiated Instruction. (Doctoral dissertation). Available from ProQuest Digital Dissertations Database (Publication No. AAT 3713728).

Lange, K. (2009). Lessons learned in an inclusive classroom: A case study of differentiated instruction. (Doctoral Dissertation, Umi Dissertation Publishing, Charleston SC, United States). Available from ProQuest Dissertations & Theses. (Order No. 3385161).

Liu, L., Jones, P. E., & Sadera, W. A. (2010). An investigation on experienced teachers’ knowledge and perceptions of instructional theories and practices. Computers in the Schools, 27, 20–34.

Logan, B. (2011). Examining differentiated instruction : Teachers respond. Research in Higher Education Journal, 13, 1–15.

Maddox, C. (2015). Elementary (K-5) teachers’ perceptions of differentiated instruction. (Doctoral Dissertation). Available from Walden University.

Maeng, J. L., & Bell, R. L. (2012). Secondary science teachers ’ experiences differentiating science instruction. In Annual Meeting of the Association for Science Teacher Education, 1–41.

McMillan, A. (2011). The relationship between professional learning and middle school teachers’ knowledge and use of differentiated instruction. (Doctoral Dissertation, Walden University, Minneapolis, Minnesota). Available from Walden University.

Merawi, T. M. (2018). Primary school teachers’ perceptions of differentiated instruction (DI) in Awi Administrative Zone, Ethiopia. Bahir Dar j Educ., 18(2), 152–173.

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.

Moosa, V., & Shareefa, M. (2019). The impact of teachers’ experience and qualification on efficacy, knowledge and implementation of differentiated instruction. International Journal of Instruction, 12(2), 587–604.

National Institute of Education. (2012). The National Curriculum Framework. Male’.

Nicolae, M. (2014). Teachers’ beliefs as the differentiated instruction starting point: Research basis. Procedia - Social and Behavioral Sciences, 128, 426–431. https://doi.org/10.1016/j.sbspro.2014.03.182

Robinson, L., Maldonado, N., & Whaley, J. (2014). Perceptions about implementation of differentiated instruction. In The Annual Mid-South Educational Research (MSERA) Conference (pp. 1–22). Knoxville, Tennessee.

Robinson, Q. E. (2017). Perceptions and adoption of differentiated instruction by elementary teachers. (Doctoral Dissertation). Available from ProQuest Dissertations & Theses. (Order No. 10255701).

Rodriguez, A. (2012). An Analysis of elementary school teachers’ knowledge and use of diffrentiated instruction. (Doctoral Dissertation, Olivet Nazarene University, Bourbonnais, Illinois). Available from Ed.D. Dissertationsl. (Paper 39).

Roiha, A. S. (2014). Teachers’ views on differentiation in content and language integrated learning (CLIL): Perceptions, practices and challenges. Language and Education, 28(1), 1–18. https://doi.org/10.1080/09500782.2012.748061

Ruys, I., Defruyt, S., Rots, I., & Aelterman, A. (2013). Differentiated instruction in teacher education: A case study of congruent teaching. Teachers and Teaching: Theory and Practice, 19(1), 93–107. https://doi.org/10.1080/13540602.2013.744201

Santangelo, T., & Tomlinson, C. A. (2012). Teacher educators’ perceptions and use of differentiated instruction practices: An exploratory investigation. Action in Teacher Education, 34(4), 309–327. https://doi.org/10.1080/01626620.2012.717032

Sheehan, J. A. (2011). Responding to student needs: The impact on classroom practice of teacher perceptions of differentiated instruction. (Doctoral Dissertation, Umi Dissertation Publishing). Available from ProQuest Dissertations & Theses. (Order No. 3489941).

Siam, K., & Al-Natour, M. (2016). Teacher’s differentiated instruction practices and implementation challenges for learning disabilities in Jordan. International Education Studies, 9(12), 167 –181. http://dx.doi.org/10.5539/ies.v9n12p167

Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7 (7), 935–947.

Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291–301.

Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Review of Educational Research (Vol. 85). Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A. (2014). The Differentiated classroom: Responding to the Needs of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and Managing A Differentiated Classroom. Virginia: ASCD Publications.

Topley, B. M. (2010). Professional development implementation: Perceptions of elementary and middle-school teachers and administrators. (Doctoral Dissertation, The University of North Dakota, Grand Forks, North Dakota). Available from ProQuest Dissertations & Theses. (Order No. 3455225).

Usher, L. R. (2013). Teachers perception and implementation of differentiated instruction in the private elementary and middle schools. (Doctoral Dissertation, Capella University, Minneapolis, Minnesota). Available from ProQuest Dissertations & Theses. (Order No. 3565597).

Wan, S. W. Y. (2017). Differentiated instruction: Are Hong Kong in-service teachers ready? Teachers and Teaching: Theory and Practice, 23(3), 284–311.

Xu, S. (2012). Strategies for differentiated instruction for English learners. Using Informative Assessments Towards Effective Literacy Instruction, 1, 349–378.


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493