Research article | Open Access
Turkish Journal of Teacher Education 2026, Vol. 15(1) -
Assessing the Impact of Differentiated Instruction on English Reading Proficiency in Ethiopian Secondary Schools: The Pretest-Posttest Study among Teachers in Dire Dawa
pp. -
Publish Date: June 30, 2026 | Single/Total View: 0/0 | Single/Total Download: 0/0
Abstract
The previous study that showed the major stumbling block to effectively teaching reading skills is teachers’ culture of banking on a centrally controlled, one-size-fits-all curriculum. This study investigates the impacts of differentiated instruction training (DIT) on English reading proficiency among high school teachers in Dire Dawa. DIT was intended to serve as an action plan to modernize and improve the traditional method. Using the pretest-posttest design, the research involved 157 teachers, analyzing changes in reading proficiency following a six-week intervention. The results revealed a significant improvement in reading proficiency, with teachers with higher educational qualifications and those with more teaching experience showing slightly greater gains. Qualitative feedback indicated enhanced engagement and confidence in reading tasks among teachers, particularly those with extensive experience. These results highlight the potential of differentiated instruction training as a useful instrument for professional development that can meet the diverse instructional demands of teachers and enhance their overall effectiveness as teachers. The study suggests adjusting support according to educators' expertise levels and differentiating and incorporating training into continuous training programs to maximize results.
Keywords: Keywords: differentiated instruction, reading proficiency, teacher development, professional training, Ethiopian secondary schools
APA 7th edition
Haile, F., Birbirso, D., Endeshaw, A., & Tsegaye, A. (2026). Assessing the Impact of Differentiated Instruction on English Reading Proficiency in Ethiopian Secondary Schools: The Pretest-Posttest Study among Teachers in Dire Dawa. Turkish Journal of Teacher Education, 15(1), -.
Harvard
Haile, F., Birbirso, D., Endeshaw, A. and Tsegaye, A. (2026). Assessing the Impact of Differentiated Instruction on English Reading Proficiency in Ethiopian Secondary Schools: The Pretest-Posttest Study among Teachers in Dire Dawa. Turkish Journal of Teacher Education, 15(1), pp. -.
Chicago 16th edition
Haile, Fisseha, Dereje Birbirso, Abera Endeshaw and Alemayehu Tsegaye (2026). "Assessing the Impact of Differentiated Instruction on English Reading Proficiency in Ethiopian Secondary Schools: The Pretest-Posttest Study among Teachers in Dire Dawa". Turkish Journal of Teacher Education 15 (1):-.
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