Junior High School Mathematics Teachers’ Practice of Differentiated Instruction and Associated Challenges in Tano South Distict

Drawing on convergent mixed methods research design, this study examined Junior High School (JHS) mathematics teachers’ practice of differentiated instruction and its associated challenges in Tano South district, the Ahafo Region Ghana. Simple random sampling technique was used to select 50 JHS teachers for quantitative with aid questionnaire, purposive solicit qualitative data using interview guide. Inferential statistics thematic analysis were respectively. It generally observed that, there no significant differences between special general education instruction. Therefore, recommends that Ghana Education Service (GES) stakeholders should implement professional development training programmes both