Female Teachers' Perception about the Use of Differentiated Teaching Methods at Elementary Level

This study investigates perceptions of female elementary school teachers about differentiated teaching methods at elementary level in Larkana region, where many traditional practices pose dominance. Accepting the increasing diversity of student needs this study identifies a variety of teaching methods used by female elementary school teachers and the challenges they face in the implementation of DI using quantitative approach data was collected from 45 female elementary school teachers through a well-designed questionnaire in selected schools of Larkana region. Descriptive statistics and correlational analysis of questionnaire revealed that many female teachers assert the value of DI and often actively practice varied teaching strategies to meet individual needs. However, significant challenges such as lack of professional training programs, classroom size, technological hindrance and time constraints were key impediments to effective implementation of DI. The findings support both the hypotheses developed during this study. This study suggests the need for more efficient and regular professional development training programs institutional support and enhancing teacher efficacy through policy reforms plus regularization of differentiated instruction in elementary classroom.