DOI:
https://doi.org/10.64782/istlj1213172187Keywords:
autonomy, teacher, education, differentiatedHighlights
Abstract
In this study, teachers' differentiated teaching self-efficacy levels were investigated. The research is a survey model and a quantitative study. Data was collected by reaching 358 teachers working in Denizli central districts in the 2024-2025 academic year using the maximum diversity sampling method. While the reliability level of the data was high, it was determined that it showed a normal distribution. Parametric analyzes such as t-test, one-way analysis of variance, and mean, percentage and standard deviation analyzes were used to analyze the data. It was determined that teachers' differentiated teaching self-efficacy levels were high in all dimensions and generally. The fact that teachers have high differentiated teaching self-efficacy shows that they can successfully implement the teaching enrichment recommended in the Turkish Century Education Model. While it was seen that teachers' differentiated teaching self-efficacy levels did not differ according to gender, age, seniority, branch and socio-economic environment of the school, they differed according to education level and class size. Differentiated teaching self-efficacy levels of undergraduate teachers were higher than graduate graduates. The fact that teachers with a small class size (10-20) in the planning dimension compared to the class size has a higher average than the others shows that they enable differentiated teaching more easily due to the low number of students in their classes.
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