The examination of classroom teachers' use of effective instructional strategies and the teaching methods and techniques they apply in lessons

The aim of this study is to examine the extent to which primary school teachers in the province of Nevşehir implement effective instructional strategies, as well as the teaching methods and techniques they use in their lessons. A mixed methods research design, specifically the explanatory sequential design, was employed, integrating both quantitative and qualitative data. In the quantitative phase, data were collected from 308 primary school teachers working in various districts and city centers of Nevşehir during the 2024–2025 academic year. Participants were selected using convenience sampling from a population of approximately 714 teachers, ensuring representation across different school types and regions. The "Effective Teaching Strategies Scale" (ETSS) was used to collect quantitative data, which were analyzed through the SPSS software using independent samples t-tests, one-way ANOVA, and Welch tests. In the qualitative phase, semi-structured interviews were conducted with 18 primary school teachers from 20 different schools, also selected through convenience sampling. The interviews were based on a form developed by the researcher, consisting of 12 open-ended questions. Qualitative data were analyzed using content analysis. The entire data collection process was completed in 40 days. The review of the related literature indicated that studies on Marzano's effective teaching strategies are limited in Turkey but more widespread and diverse internationally. It was found that these strategies positively influence student achievement and that teachers generally hold positive perceptions regarding their use. The findings of the study revealed that while teachers highly adopt all the strategies, they experience difficulties in their implementation. Moreover, a majority of the teachers do not demonstrate a strong tendency toward developing new instructional methods. The study also showed that the adoption of instructional strategies does not significantly vary based on demographic variables such as gender, age, years of experience, or graduation background. In conclusion, effective instructional strategies are found to address multiple types of intelligence and contribute to students' cognitive and social development. These strategies not only enhance academic performance but also support critical thinking, problem-solving, and social skill acquisition. The findings further indicate that teachers consider students' individual characteristics and readiness levels when selecting instructional methods and techniques.