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
Influence of Work Stress on Public Basic School Teachers’ and Their Work Performance in Kadjebi District (Published)
The study investigated the influence of work stress on the public basic school teachers and their work performance in the Kadjebi District of Oti Region, Ghana. It was grounded in the Psychological and Coping Stress as well as the Cognitive Transactional theories. It adopted the mixed method approach through explanatory sequential mixed method design. The study targeted 3,012 teachers in the district with a sample size of 904 teachers selected through proportionate simple random and purposive sampling techniques. Data was collected using Work Stress questionnaire and semi-structured interview. The study averred fluorescently that 98.3 percent of the respondents experienced high level of work stress which is expressed through anger, depression, hate, low self-esteem, heart palpitation and hospitalization. On the influence of work stress on public basic school teacher and work performance, the study brought to light that 99.4 percent of the respondents revealed negative work stress impact on their health and produced burnout in them. Based on the findings, the study recommends among others that teachers should be provided with regular and appropriate guidance and counselling services.
Keywords: Basic School, Kadjebi district, Teachers, public, work performance, work stress