Teaching Every Child: The Practice of Differentiated Instruction in Primary Schools of Addis Ababa
Résumé
The Ethiopian education system faces significant challenges, including low student engagement, poor academic performance, and increasing disparities. Differentiated instruction aims to address these issues by catering to diverse learner needs to promote equity and improve outcomes. This study was conducted to assess how differentiated instruction (DI) is practiced through various strategies. A case study of nine selected primary schools in Addis Ababa was used, employing a mixed-method approach. Data were collected from 200 teachers and 9 school administrators using simple random and purposive sampling methods, respectively. Information was collected through questionnaires and interviews. The results showed that teachers often lack the necessary knowledge and skills to implement DI effectively. Additional obstacles included low motivation, heavy workloads, large class sizes, and the lack of in-service and pre-service training. Moreover, teacher education programs were found to offer limited exposure to current educational theories and concepts. As a result, most teachers continue to rely on a one-size-fits-all teaching approach. The study recommends that to improve DI practice, teachers should undergo both short- and long-term training on DI strategies. School-based Continuous Professional Development (CPD) programs should incorporate DI topics, and teachers should be allocated sufficient time for lesson planning and preparation, rather than merely covering syllabus content. Additionally, teacher education curricula and national policy frameworks should be revised to incorporate modern educational principles, and universities should include courses on differentiated instruction. Finally, further research is recommended to explore effective ways of implementing DI in similar educational contexts. Keywords: differentiated instruction, instructional strategies, primary school DOI: 10.7176/JLLL/111-04 Publication date: April 30th 2026
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