Investigating the opinions of teachers working and not working with gifted students on differentiated instruction and effective teaching characteristics

Recognizing and enriching the talents of gifted students is very important at individual and communal aspects. The use of differentiated instruction and the employment of effective teacher characteristics in modern educational processes and in the education of gifted students increase the likelihood of success in this regard. The aim of this study is to investigate the teachers who work with gifted students and teachers who do not work with gifted students in terms of their opinions on differentiated instruction and effective teacher characteristics. A total of 167 teachers across Turkey participated in the study. Personal Information Form, Differentiated Instruction Quest Instrument and Effective Teacher Inventory were used in the study. The quantitative data collected based on the general survey model were analyzed using non-parametric analyses. According to the results, the views of teachers who work with gifted children and teachers who do not work with gifted students on differentiated instruction and effective teacher characteristics are similar. Statistically significant relationships were found in the sub-dimensions of teachers' specific skills and developmental areas.