Teachers’ Perceptions Regarding the Factors of Implementing Differentiated Instruction to Students with Learning Difficulties: Empirical Research in Primary Education

Abstract

The main purpose of the present study was to explore the perceptions of primary school teachers of all specialties in the Dodecanese regarding the factors of implementing differentiated instruction to support students with learning difficulties in the classroom. Particularly, this study examined teachers’ perceptions regarding: a. the factors that help teachers’ ability implementing differentiated instruction in their classroom; g. the factors that hinder teachers’ ability implementing differentiated instruction in their classroom. The research was conducted in the context of the quantitative approach using an anonymous electronic questionnaire and the sample consisted of 174 primary school teachers of all specialties in the Dodecanese, from February 13, 2021 to April 28, 2021. According to the main findings, regarding the perceptions of the participants concerns the importance of the factors that enhance their ability to apply differentiated instructions in the classroom, it appears that teachers consider as the most important factors: the knowledge and experience, the staff development, the amount of planning time, the availability of materials, the range of diversity in classroom, the support of other staff, the administration/school leadership and finally, parent expectations. Additionally, in terms of the sample’s perceptions concern the importance of the factors that hinder their ability to implement differentiated instruction in the classroom, the teachers consider as the most important factors: the amount of planning time, the availability of materials, the range of diversity in classroom, the staff development (education/training), their knowledge and experience, the support of other staff, the administration/school leadership, and finally parent expectations.