Differentiated Instruction in School Practices: Managerial Implications for Teacher Professional Development
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Keywords
Differentiated instruction, professional development, secondary education, subject-head teachers, student diversity
Abstract
Schools increasingly serve students from diverse backgrounds, placing new demands on education to ensure holistic development and equitable learning opportunities. Differentiated Instruction (DI) is recognized as a promising approach to reconcile curricular goals with varied learner needs. This study investigates how subject-head teachers in Vietnamese lower secondary schools perceive and implement DI, as well as the challenges encountered. Using a mixedmethods design, data were collected from 74 survey respondents and 17 focus-group participants. Results show widespread acknowledgment of DI's value but uneven application, with greater emphasis on content and environment adjustments than on process and product differentiation. Teaching experience and subject specialization shaped practices, while barriers included institutional constraints, heterogeneous learner profiles, and limited pedagogical preparedness. Findings highlight the need for context-sensitive professional development and managerial supports, positioning subject-department heads and school leaders as critical actors in advancing inclusive teaching within Vietnam and comparable Southeast Asian settings.
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