Exploring the challenges in implementing differentiated instruction perspectives of teachers in a primary school of the southern region of Maldives / Hawwa Zuhaira

Abstract
Differentiated instruction is a teaching concept practiced by Maldivian schools though significance of the approach is figured out after the implementation of National New Curriculum. However, there is no existing literature identified from differentiated instruction; specifically, in relation to the challenges. Thus, the purpose of this study was to explore the challenges in implementing differentiated instruction from the perspectives of teachers.
To achieve the principle objectives of the study, a phenomenological qualitative design was employed. A primary school in the southern region of Maldives was purposefully selected with 6 participants, I from each grade of key stage 1 and 2. Data were collected by administering in-depth interview sessions. The interviews were audio recorded and transcribed for data analysis.
The findings of the study disclosed that the challenges in implementing differentiated instruction from the perspectives of teachers highlight three main categories; school factors, personal factors and institutional factors. The challenges filling into school factors include lack of availability of materials for teaching and learning, short subject periods and classroom size due to the increase number of students. Sonic other challenges in relation to school factors are the insufficient professional developments with lack of ineffective activities and time which affects to materials preparation for diverse students.
Challenges related personal factors consist of unfamiliar concepts which are a result of insufficient practice of gained knowledge while teachers' misuse of school time leads to forget concept. Another challenge found from personal factors was lack of teacher motivation and some of the leading difficulties are the way feedback and appreciation from supervisors, lack of salary received, busy with lots of activities, unsupportive colleagues. Challenges related to institutional factors are deficient taught of concept and unpractical works during trainings.
To conclude, research suggestions and areas for further research have been recognized to explore the phenomena well.