Professional Competence in Designing Differentiated Instruction among Biology Teachers from the Perspective of Subject Matter Supervisors

Abstract

This study aimed to reveal the level of professional competence among biology teachers in designing differentiated instruction from the perspective of subject matter supervisors. The study adopted a descriptive-analytical approach, where a tool was developed to measure the dimensions of professional competence, including planning, implementation, evaluation, use of educational resources, and consideration of individual differences. The tool was applied to a sample of educational supervisors specializing in science and biology in a number of schools. The results showed that the level of professional of teachers in designing differentiated instruction was moderate overall, with variations in performance depending on years of experience and academic qualification. The study recommended the necessity of holding training programs aimed at enhancing differentiated instruction skills among biology teachers and activating the role of educational supervision in developing teaching practices.