Teachers’ Perceptions of Differentiated Instruction in Inclusive Secondary Classrooms in Dodoma, Tanzania

Macklina Emily Komba and Milka Otieno
St John’s University of Tanzania
Email: 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 interviews, student focus groups, and lesson observations across three inclusive institutions. Findings indicate that despite averaging 8.5 years of experience, educators lacked formal DI training and faced systemic bottlenecks, including rigid syllabi, scarce adaptive aids,and crowded classrooms. Nevertheless, teachers demonstrated resourcefulness through peer-led learning, tiered inquiry, simplified guides, and extension tasks. Process Differentiation (32.5%) and Content Differentiation (30.0%) were most prevalent, whereas Product and Environmental Differentiation were largely neglected. Ultimately, positive teacher attitudes cannot overcome structural barriers without administrative support. The study recommends that the Ministry of Education, Science and Technology (MoEST) trim curriculum content to allow time for tiered learning. Additionally, school administrations should establish mandatory weekly hours for differentiation planning to foster peer coaching and collaborative lesson preparation.