Examining the relationship between primary school teachers' teaching practices towards students with high learning speed and their work motivation levels

In this study, it was aimed to determine the relationship between primary school teachers' teaching practices for students with high learning rate and the frequency of these practices and their job motivation levels. The research was conducted using the relational survey model. A total of 432 classroom teachers, 351 female and 81 male, working in Osmangazi and Nilüfer districts of Bursa province in the 2022-2023 academic year, were selected through purposive sampling. Personal Information Form, Work Motivation Scale (JMS) and Teaching Practices Specific to Fast Learners Questionnaire (PSPQ) were applied to the teachers. The data obtained were analyzed using the SPSS 25.0 program. In the analysis of the data, standard deviation and arithmetic mean were used, independent sample t-test, one-way analysis of variance (ANOVA), regression and correlation of variables and Scheffe test analysis were used. Based on the findings obtained from the research data, it was seen that the frequency of teaching practices specific to fast learners in primary school teachers' classrooms was at a moderate level. The work motivation levels of primary school teachers were found to be at a good level. In addition, it was concluded that the frequency of implementing instructional practices specific to fast learners predicted work motivation by 27%, while the level of work motivation predicted the frequency of implementing instructional practices specific to fast learners by 23%. In order to improve the frequency of teaching practices specific to fast learner students and the level of work motivation of primary school teachers, it may be recommended to include applied courses on individual differences and to increase the duration and amount of in-service awareness trainings on this subject. In addition, it can be suggested that the school administration should support classroom teachers both financially and morally, create an institutional culture in schools, and include this issue in the mission and vision goals in the strategic planning of the institution.