Examination of classroom teachers' self-efficacy perceptions with professional self-efficacy perceptions regarding differentiated instruction

The study was conducted using the relational survey model in order to reveal the relationship between classroom teachers' self-efficacy perceptions of differentiated instructional practices and their professional self-efficacy perceptions. The study was conducted with quantitative research method. The population of the study consisted of classroom teachers working in primary schools affiliated to Muş National Education Directorate in the 2023-2024 academic year. The sampling group in the research process consists of 355 classroom teachers determined by simple, random sampling. For the purpose of the research, "Differentiated Instruction Self-Efficacy Scale" and "Teacher Self-Efficacy Perception Scale" were applied to the teachers. The data obtained from the scales applied in data analysis were analyzed using the licensed SPSS 24.0 package program. The normality analysis of the data collection tools used in the study was performed with skewness and kurtosis and Kolmogorov-Smirnova test. As a result of the normality analysis, it was determined that the data did not show normal distribution. According to the results of our study, it was determined that teachers' self-efficacy beliefs in differentiated instruction were at a high level and teachers' participation in differentiated instruction was high. It was concluded that the gender of the classroom teachers was not a source of difference regarding the perception of differentiated instruction self-efficacy; age, seniority, education level, receiving differentiated instruction training increased the perception of differentiated instruction self-efficacy. According to our study results, it was determined that classroom teachers' perceptions of professional self-efficacy were at a high level. It was concluded that the gender of classroom teachers was not a source of difference regarding the perception of professional self-efficacy; age, seniority, education level, and receiving differentiated instruction training increased the perception of professional self-efficacy. In our study, it was determined that there is a positive, linear and strong relationship between differentiated instruction self-efficacy perceptions and professional self-efficacy perceptions and that differentiated instruction self-efficacy perceptions positively and strongly affect professional self-efficacy perceptions. Keywords: Differentiated instructional self-efficacy perceptions, Professional self-efficacy perceptions, Classroom teachers