The problem of the current study was illuminated by the provision of an answer to the following question: What are chemistry teachers perceptions of their degree of practicing the differentiated instruction strategy in teaching? The time interval of the research was the first semester of the 2020-2021 academic year, and the population was limited to chemistry teachers at high schools affiliated with Baghdads Ministry of Education (Karkh 3rd). The instrument employed in this study was a researcher-made questionnaire comprising 20 items. One hundred chemistry teachers, consisting of 44 males and 56 females, filled out the questionnaires, and the results were extracted. The present study elucidated chemistry teachers degree of practicing differentiated instruction in high schools. The results showed that there was not a statistically significant difference (sig. = 0.05) between male and female teachers. However, respecting the experience variable, it was found that there was a statistically significant difference (sig = 0.05) between less-experienced and experienced teachers, and this difference was for the benefit of less-experienced teachers. The author interpreted the obtained results and reached some implications; for example, enriching the university libraries with the books that are associated with differentiated instruction for more acquaintance of the academics with the importance of this strategy and holding educational workshops for teachers to familiarize them with this method, which requires teachers to consider students needs due to individual differences among them. The author also suggests future researchers carry out similar studies to uncover chemistry teachers degree of practicing differentiated instruction from the viewpoints of school supervisors and administers.
Key words: teaching strategy, chemistry teachers, school supervisors and administers
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