Differentiating instruction for gifted students: teachers’ perceptions and conceptual understanding in primary and middle schools

Using a convergent parallel mixed methods (QUAN+QUAL) design, this study examined teachers' perceptions and conceptual understanding of differentiated instruction (DI) for gifted students in primary and middle schools in Arba Minch City, South Ethiopia. The study involved 278 randomly selected teachers and 13 purposefully selected senior teachers. The adapted Survey of Practices with Students of Varying Needs, interviews, and document analysis were employed. Quantitative findings revealed that teachers reported high agreement with DI principles, with mean scores ranking content, process, learning environment, and product from highest to lowest. Effect sizes for product and learning environment were medium, while process and content were large. However, these scores represent self-reported agreement, not direct measures of pedagogical competency. Qualitative results revealed conceptual understanding as vague and limited to general knowledge, with significant gaps in knowledge of specific DI techniques. This divergence between surface-level endorsement and deep conceptual understanding is theorized as reflecting a fundamental issue in how teachers internalize inclusive education principles. Joint analysis reveals divergence between positive self-reported perceptions and limited articulated understanding. The study recommends targeted professional development for effective differentiation practices for gifted students.