Differentiated Instruction in Turkish Public Schools: Teachers’ Levels of Implementation

Zekeriya Boztaş; Ömer Faruk Tutkun; Duygu Gür Erdoğan; Leyla Akın

doi:10.19126/suje.1734393

Differentiated Instruction in Turkish Public Schools: Teachers’ Levels of Implementation

Abstract

This study aims to identify the level of teachers’ differentiated instruction practice. In this study, a descriptive survey model was adopted. For the purposes of the study, data were collected from 413 teachers working in public schools in Izmir during the 2023–2024 academic year. Data were collected via Personal Information Form and Differentiated Instruction Scale and were analyzed by using SPSS program. Before the data analysis, Cronbach's Alpha coefficients and the normality distributions of the data were calculated for the purpose of reliability assessment. It was revealed that the data were normally distributed and the reliability coefficients of the scale demonstrated satisfactory levels. For analytical purposes, Independent Samples T-Test and ANOVA were run. Findings showed that teachers' differentiated instruction practices were at a moderate level. This finding indicates that they occasionally adapt their teaching to address student differences and that they need more support to develop sustainable practices. Findings also illustrated that teachers' levels of application of differentiated instruction do not differ according to gender, age, educational background and length of teaching experience in terms of total scale score and student characteristics, culture, readiness, socio-economic level, measurement and evaluation, learning environment sub-dimensions. On the contrary, teachers' levels of practice of differentiated instruction varied in terms of the variables such as school level, training about inclusive education and differentiated instruction. This study revealed teachers' levels of differentiated instruction practice and contributes to teachers, schools, and relevant stakeholders.

Keywords

Ethical Statement

Ethical approval for the current study was obtained from the Ethics Committee of Sakarya University. Participation in the study was voluntary. Participants were given an informed consent form before data collection began. It was emphasized that the data would be used only for scientific purposes, and the anonymity and confidentiality of the responses were ensured. Participants’ personal data were not collected.

Thanks

Authors would like to express their sincere thanks to the editor and the anonymous reviewers for their helpful comments and suggestions.

References

Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7-16. https://doi.org/10.1080/20020317.2020.1729587
Avramidis, E., Bayliss, P., & Burden, R. (2000). A Survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), 191–211. https://doi.org/10.1080/713663717
Bayram, B. (2019). Social studies teachers' perceptions and practices toward ınclusive education [Unpublished master's thesis]. Erciyes University
Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “one-size-fits-all” to differentiated instruction affect teaching? Review of Research in Education, 43, 336-362. https://doi.org/10.3102/0091732x18821130
Burkett, J. A. (2013). Teacher perception on differentiated instruction and its influence on instructional practice (Publication No. 3588271) [Doctoral dissertation, Oklahoma State University]. ProQuest Dissertations and Theses Global.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Scientific research methods. Pegem Akademi.
Büyüköztürk, Ş., Çokluk, Ö., & Köklü, N. (2020). Multivariate statistics SPSS and Lisrel applications for social sciences. Pegem Akademi.
Chapman, C., & King, R. (2003). Differentiated instructional strategies for reading in the content areas: Comparison of novice and experienced technology education teachers. Corvin.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
Cohen, L., & Manion, L. (1998). Research methods in education (4th ed.). Routledge.
Coubergs, C., Struyven, K., Vanthournout, G., & Engels, N. (2017). Measuring teachers' perceptions about differentiated instruction: The DI‑Quest instrument and model. Studies in Educational Evaluation, 53, 41–54. https://doi.org/10.1016/j.stueduc.2017.02.004
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Çalışkan, M., & Çoklar, A. N. (2022). Determining the technostress levels of pre-service teachers. Anadolu University Journal of Education Faculty, 6(3), 341-354. https://doi.org/10.34056/aujef.1106453
Çam, Ş. S. (2013). Teachers' implementation of differentiated instruction and their competency levels [Unpublished master's thesis]. Eskişehir Osmangazi University.
Dal, E. (2022). The trend of differentiated teaching research: Bibliometric and content analysis [Unpublished master's thesis]. Amasya University.
Demir, Z. S. (2024). Determining the relationship between English teachers' technology acceptance levels and their views on differentiated instruction [Unpublished master's thesis]. Ankara University.
Demirkaya, A. S. (2018). An investigation of elementary school teachers' perceptions on their competency and implementation levels in differentiated instruction [Unpublished doctoral dissertation]. Hacettepe University.
De Neve, D., & Devos, G. (2016). The role of environmental factors in beginning teachers’ professional learning related to differentiated instruction. School Effectiveness and School Improvement 27(4), 57–579. https://doi.org/10.1080/09243453.2015.1122637
Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37(2), 111–127. https://doi.org/10.1177/0162353214529042
Dixon, J. K., Brooks, L. A., & Carli, M. R. (2019). Making sense of mathematics for teaching small group. Solution Tree Press.
Dumlu, B. (2023). Examination of the relationship between the awareness of novice science teachers towards inclusive education and their differentiated teaching self-efficacy [Unpublished master's thesis]. Marmara University.
Fields-Holmes, L. (2008). Teachers’ perception of a differentiated instruction professional development program (Publication No. 3377528) [Doctoral dissertation, The University of Alabama]. ProQuest Dissertations and Theses Global.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill.
Gaitas, S., & Alves-Martins, M. (2017). Teacher perceived difficulty in implementing differentiated instructional strategies in primary school. International Journal of Inclusive Education, 21(5), 544-556. https://doi.org/10.1080/13603116.2016.1223180
Garrett, S. (2017). A comparative study between teachers’ self-efficacy of differentiated instruction and frequency differentiated instruction is implemented (Publication No. 10257026) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses Global.
Gheyssens, E., Griful-Freixenet, J., & Struyven, K. (2023). Differentiated instruction as an approach to establish effective teaching in inclusive classrooms. In R. Maulana, M. Helms-Lorenz, & R. M. Klassen (Eds.), Effective teaching around the world (pp. 677–689). Springer.
Grain, H. M. J. S., Neamah, N. R., Al-Gburi, G., Abduzahra, A. T., Hassan, A. Y., Kadhim, A. J., Obaid, A. A., & Yahea, S. A. (2022). Differentiated instruction’s effect on academic achievement of level 2 English students: A case of Iraq public sector universities. Eurasian Journal of Applied Linguistics, 8(2), 87–95. https://ejal.info/menuscript/index.php/ejal/article/view/271/60?
Gray, J. (2008). The implementation of differentiated instruction for learning disabled students included in general education elementary classrooms (Publication No. 3351121) [Doctoral dissertation, University of La Verne]. ProQuest Dissertations and Theses Global.
Gregory, G. H., & Chapman, C. (2013). Differentiated ınstructional strategies: One size doesn't fit all. Corwin Press.
Groenewald, E., Groenewald, C. A., Valle, J., Viscara, C., Uy, F., & Abendan, C. F. (2024). Examining the effectiveness of differentiated instruction in enhancing student learning outcomes: A systematic review and meta-analysis. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(2), 255-261. https://risejournals.org/index.php/imjrise/article/view/141
Gülay, A. (2021). Investigating primary school teachers' differentiated instruction practices [Unpublished doctoral dissertation]. Trabzon University.
Gülay, A., & Altun, T. (2024). Differentiated instruction scale: A study of validity and reliability. Bayburt Journal of Education Faculty, 19(41), 1730–1756. https://doi.org/10.35675/befdergi.1269808
Heacox, D. (2012). Differentiating instruction in the regular classroom: How to reach and teach all learners. Free spirit publishing.
Hockett, J. A. (2010). The influence of lesson study on how teachers plan for, implement, and understand differentiated instruction (Publication No. 3446406) [Doctoral dissertation, University of Virginia]. ProQuest Dissertations and Theses Global.
Ismajli, H., & Imami-Morina, I. (2018). Differentiated instruction: Understanding and applying interactive strategies to meet the needs of all students. International Journal of Instruction, 11(3), 207–218. https://doi.org/10.12973/iji.2018.11315a
Karaca, S. (2021). Scientific research methods. Gazi Kitabevi.
Kimhi, Y., & Bar Nir, A. (2025). Teacher training in transition to inclusive education. Frontiers in Education, 10, 1510314. https://doi.org/10.3389/feduc.2025.1510314
King, S. (2010). Factors associated with inclusive classroom teachers' implementation of differentiated instruction for diverse learners (Publication No. 3433402) [Doctoral dissertation, Tennessee State University]. ProQuest Dissertations and Theses Global.
Kozikoğlu, İ., & Bekler, Ö. (2018). The determination of teachers’ implementation and competency levels concerning differentiated instruction. Sakarya University Journal of Education, 8(4), 60–74. https://doi.org/10.19126/suje.426467
Labordo Jr., D. C. (2024). Assessing the influence of differentiated instruction on enhancing reading comprehension skills among learners: A quasi-experimental study. The New English Teacher, 18(2), 13–28. https://www.researchgate.net/publication/383533423
Lindner, K. T., & Schwab, S. (2025). Differentiation and individualisation in inclusive education: A systematic review and narrative synthesis. International Journal of Inclusive Education, 29(12), 2199–2219. https://doi.org/10.1080/13603116.2020.1813450
Lindner, K. T., Alnahdi, G. H., Wahl, S., & Schwab. S. (2019). Perceived differentiation and personalization teaching approaches in inclusive classrooms: Perspectives of students and teachers. Frontiers in Education, 4(58), 1-11. https://doi.org/10.3389/feduc.2019.00058
Martorelli, J. R. (2021). The effect of teacher differentiated instruction knowledge and level of training on student achievement (Publication No. 28497607) [Doctoral dissertation, Capella University]. ProQuest Dissertations and Theses Global.
Mastropieri, M. A., & Scruggs, T. E. (2017). The inclusive classroom: Strategies for effective differentiated instruction (6th ed.). Pearson Education.
Ministry of National Education (Milli Eğitim Bakanlığı). (2024a). Türkiye century education model common text of curricula. https://tymm.meb.gov.tr/ortak-metin
Ministry of National Education (Milli Eğitim Bakanlığı). (2024b). Statistics on the number of teachers. https://istatistik.meb.gov.tr/OgretmenSayisi/Index
Moon, T. R., Brighton, C. M., & Tomlinson, C. A. (2020). Using differentiated classroom assessment to enhance student learning. Routledge.
Mutlu, N., & Öztürk, M. (2017). Teachers’ perceptions and applications for differentiated instruction in social studies and history lessons. Trakya Journal of Education, 7(2), 379-402. https://doi.org/10.24315/trkefd.301189
Nacar, A. M. (2024). A review of research on differentiated instruction [Unpublished master’s thesis]. Gaziantep University.
Örnek, D. G. (2023). Primary school teachers' implementation of differentiated instructional design and competence in this design [Unpublished master's thesis]. Mimar Sinan University.
Özak, H. (2018). Differentiated instruction in inclusion. In M. Çitil (Ed.), Inclusion in special education, (pp. 154–172). Vize Akademik.
Özkabayel, T. (2024). Examining the relationship between prospective teachers’ 21st-century skills and their self-efficacy beliefs about differentiated instruction [Unpublished master’s thesis]. Gazi University.
Polyxeni, M. (2025). The effectiveness of differentiated instruction in preschool education: A case study. European Journal of Education Studies, 12(4), 184–197. https://doi.org/10.46827/ejes.v12i4.5914
Richards-Usher, L. (2013). Teachers’ perceptions and implementation of differentiated instruction in private elementary and middle schools (Publication No. 3565597) [Doctoral dissertation, Capella University]. ProQuest Dissertations and Theses Global.
Rosaut, G., Labiaga, I., Manguilimotan, R., Padillo, G., Espina, R., & Calasang, V. (2023). Implementation of differentiated instruction in teaching kindergarten learners. World Journal on Education and Humanities Research, 3(4), 190–201. https://www.researchgate.net/publication/374950836
Siam, K., & Al-Natour, M. (2016). Teachers’ differentiated instruction practices and implementation challenges for learning disabilities in Jordan. International Education Studies, 9(12), 167–181. https://doi.org/10.5539/ies.v9n12p167
Smets, W., De Neve, D., & Struyven, K. (2020). Responding to students’ learning needs: How secondary education teachers learn to implement differentiated instruction. Educational Action Research, 30(2), 243–260. https://doi.org/10.1080/09650792.2020.1848604
Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935–947. https://files.eric.ed.gov/fulltext/EJ854351.pdf
Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291–301. https://doi.org/10.1016/j.tate.2017.06.020
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
Tekin, H. (1996). Measurement and evaluation in education (9th ed.). Yargı Yayınları.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Pearson Education.
Tomlinson, C. A. (2015). Teaching for excellence in academically diverse classrooms. Society, 52(3), 203–209. https://doi.org/10.1007/s12115-015-9888-0
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD.
Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. ASCD.
Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Pearson.
Tutar, H., & Erdem, T. A. (2022). Scientific research methods with examples and SPSS applications. Seçkin Yayıncılık.
UNESCO. (2015). Education 2030: Incheon declaration and framework for action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. https://unesdoc.unesco.org/ark:/48223/pf0000245656
UNESCO. (2025). Meeting every learner where they are. https://www.unesco.org/en/articles/meeting-every-learner-where-they-are
Valiandes, S., & Tarman, B. (2011). Differentiated teaching and constructive learning approach by the implementation of ICT in mixed-ability classrooms. Journal of Kırşehir Education Faculty, 12(1), 169–184. https://dergipark.org.tr/tr/download/article-file/1492652
Van Geel, M., Keuning, T., & Safar, I. (2022). How teachers develop skills for implementing differentiated instruction: Helpful and hindering factors. Teaching and Teacher Education Leadership and Professional Development, 1(4), 100007. https://doi.org/10.1016/j.tatelp.2022.100007
Wang, T., & Tian, G. (2023). Linking distributed leadership with differentiated instruction in inclusive schools: The mediating roles of teacher leadership and professional competence. Behavioral Sciences, 13(12), 990. https://doi.org/10.3390/bs13120990
Yıldırım, A., & Şimşek, H. (2018). Qualitative research methods in social sciences (11th ed.). Seçkin Yayıncılık.

Details

Primary Language

English

Subjects

Classroom Education , Inclusive Education , Learning Sciences

Journal Section

Research Article

Authors

Zekeriya Boztaş ^*
0009-0004-7815-2941
Türkiye

Ömer Faruk Tutkun
0000-0001-7973-0484
Türkiye

Duygu Gür Erdoğan
0000-0002-2802-0201
Türkiye

Leyla Akın
0000-0003-4002-3090
Türkiye

Early Pub Date

April 6, 2026

Publication Date

April 13, 2026

Submission Date

July 3, 2025

Acceptance Date

March 11, 2026

Published in Issue

Year 2026 Volume: 16 Number: 1

DOI

https://doi.org/10.19126/suje.1734393

IZ

https://izlik.org/JA23WU88EJ

Cite

RIS / Bibtex

APA

Boztaş, Z., Tutkun, Ö. F., Gür Erdoğan, D., & Akın, L. (2026). Differentiated Instruction in Turkish Public Schools: Teachers’ Levels of Implementation. Sakarya University Journal of Education, 16(1), 89-109. https://doi.org/10.19126/suje.1734393

AMA

1.Boztaş Z, Tutkun ÖF, Gür Erdoğan D, Akın L. Differentiated Instruction in Turkish Public Schools: Teachers’ Levels of Implementation. SUJE. 2026;16(1):89-109. doi:10.19126/suje.1734393

Chicago

Boztaş, Zekeriya, Ömer Faruk Tutkun, Duygu Gür Erdoğan, and Leyla Akın. 2026. “Differentiated Instruction in Turkish Public Schools: Teachers’ Levels of Implementation”. Sakarya University Journal of Education 16 (1): 89-109. https://doi.org/10.19126/suje.1734393.

EndNote

Boztaş Z, Tutkun ÖF, Gür Erdoğan D, Akın L (April 1, 2026) Differentiated Instruction in Turkish Public Schools: Teachers’ Levels of Implementation. Sakarya University Journal of Education 16 1 89–109.

IEEE

[1]Z. Boztaş, Ö. F. Tutkun, D. Gür Erdoğan, and L. Akın, “Differentiated Instruction in Turkish Public Schools: Teachers’ Levels of Implementation”, SUJE, vol. 16, no. 1, pp. 89–109, Apr. 2026, doi: 10.19126/suje.1734393.

ISNAD

Boztaş, Zekeriya - Tutkun, Ömer Faruk - Gür Erdoğan, Duygu - Akın, Leyla. “Differentiated Instruction in Turkish Public Schools: Teachers’ Levels of Implementation”. Sakarya University Journal of Education 16/1 (April 1, 2026): 89-109. https://doi.org/10.19126/suje.1734393.

JAMA

1.Boztaş Z, Tutkun ÖF, Gür Erdoğan D, Akın L. Differentiated Instruction in Turkish Public Schools: Teachers’ Levels of Implementation. SUJE. 2026;16:89–109.

MLA

Boztaş, Zekeriya, et al. “Differentiated Instruction in Turkish Public Schools: Teachers’ Levels of Implementation”. Sakarya University Journal of Education, vol. 16, no. 1, Apr. 2026, pp. 89-109, doi:10.19126/suje.1734393.

Vancouver

1.Zekeriya Boztaş, Ömer Faruk Tutkun, Duygu Gür Erdoğan, Leyla Akın. Differentiated Instruction in Turkish Public Schools: Teachers’ Levels of Implementation. SUJE. 2026 Apr. 1;16(1):89-109. doi:10.19126/suje.1734393