Difficulties encountered by classroom teachers in differentiated instruction and their opinions on differentiated instruction

The aim of this study is to examine the difficulties that classroom teachers encounter in differentiating instruction and their opinions on differentiated instruction. Quantitative research method was used in the research. The scanning model was used because it was aimed to determine the current situation. The population of the research consists of primary school teachers working in Bartın province. The sample of the research consists of a total of 295 classroom teachers working in Bartın city center and villages/towns affiliated with the city center in the 2022-2023 academic year. In the study, the teacher perception inventory regarding the factors that make it difficult to differentiate instruction and the teacher views scale regarding differentiated instruction were used. Data were analyzed using SPSS program. As a result of the research, it was found that although the curriculum, family and social environment and learning environments make differentiated teaching difficult, classroom teachers have positive perspectives on differentiated teaching and its applicability. Based on the research results, suggestions were made for the research and the researcher. Keywords: Differentiation, differentiated instruction, primary school teacher