Factors Influencing the Adoption of Differentiated Instruction among Basic School Teachers (Published)
This study investigated the factors influencing basic school teachers’ adoption of differentiated instruction, specifically examining the interplay of instructional philosophy, practical principles, and adaptive teaching. Using a positivist paradigm and a descriptive survey design, the study employed a census sampling technique to include all 124 basic school teachers within specialized partner schools. Quantitative data, collected via the DI Quest instrument, were analyzed using descriptive statistics. The results indicated a conditionally positive philosophical orientation among teachers. While they demonstrated a growth mindset regarding student potential, significant pedagogical disagreement arose from perceived curricular rigidity. Furthermore, both practical application and adaptive teaching levels were moderate, with notable deficiencies in formative assessment and fostering student agency. These findings suggest that although teachers recognize the value of differentiated instruction, systemic constraints and content overload impede its implementation. Therefore, the study recommends targeted professional development focused on technical differentiation and a policy shift toward greater curricular flexibility to bridge the knowledge-action gap.
Keywords: Basic School, Differentiated instruction, Teachers, adaptive teaching, teacher philosophy