The Determination of Teachers' Implementation and Competency Level Concerning Differentiated Instruction Approach

The purpose of this research is to determine teachers' competency and implementation level of differentiated instruction approach. This research was conducted in correlational survey model. The study group consist of 272 teachers from different branches working in Turkey's in different provinces. For data collection in this research, the scale of "Teachers' Competency and Implementation Level of Differentiated Instruction" developed by ？am (2013) was used. Descriptive statistics, t test, ANOVA, Pearson Product Moments Correlation Coefficient and stepwise regression analysis were used in the analysis of the data. As a result of the research, it was concluded that the teachers had a higher level of competencey and implementation concerning differentiated instruction. In this research, teachers' proficiency and implementation level of differentiated instruction approach did not show a significant difference according to gender, but teachers with "6-10 years" and "16 years and over" professional experience found to be higher level of competency than teachers with 1-5 years professional experience. As a result of the research, it was concluded that there is a high level, positive and significant relationship between teachers' competency and implementation level of differentiated instruction approach. Moreover, in the study, it was concluded that the teachers' competency level concerning differentiated instruction approach significantly predicted more than half (56%) of the implementation level of differentiated instruction approach