Students in today’s mixed ability classrooms come from diverse backgrounds with needs.
In such a scenario, differentiated instructions are of prime importance for teachers
to deal with in mixed ability classrooms. The teaching experiences and academic life
mould perceptions of teachers which effects their teaching style; therefore, it is
important to know teachers’ beliefs and perceptions regarding teaching in a mixed
ability classroom at middle school level so as to guide educators and heads inside
and outside the institution. For this study, quantitative research method was used
to explore and understand the beliefs and perceptions of the teachers of middle schools
regarding implementing differentiated instructions. The sample size included 120 teachers
who were sent a survey questionnaire through online Google form and was constructed
by customizing the questionnaire from Ballone and Czerniak (2001). The analysis of
quantitative inquiry revealed that there is a positive association between teachers’
beliefs about their intentions and stakeholders’ expectations to implement differentiated
instruction. It was highlighted that all stakeholders wanted teachers to implement
differentiated strategies; however, the teachers were found to be short of planning
and instructional time for differentiation.