Teachers’ Perceptions of Differentiated Instruction in Inclusive Secondary Classrooms in Dodoma, Tanzania
Macklina Emily Komba and Milka OtienoSt John’s University of TanzaniaEmail: macklinee89@gmail.com Abstract: While educators value Differentiated Instruction (DI) for classroom equity, its execution in Tanzanian public secondary schools remains sporadic. This qualitative exploratory case study investigated how teachers perceive and apply DI strategies in inclusive secondary schools within Dodoma City. Data were collected through semi-structured…