Teachers’ instructional practices are among the most crucial components of a successful educational setting to equip students with essential knowledge and skills apart from increasing the effectiveness of instruction. The purpose of this study is to examine teachers’ views and contentment about their instructional practices regarding the quality of instruction. The study was carried out through basic qualitative research design. Qualitative research is conducted with an aim to uncover facts about individuals’ experiences, perceptions, and perspectives toward a particular phenomenon. The participants of the study were 201 teachers, working in different grades and majors. Of the participants, 58% (n = 116) were female and 42% (n = 85) were male. The data collection tools included an electronic opinion form and focus group interview. The collected data were analyzed through content analysis. Findings of the study indicated that professional development activities and innovative implementations made teachers happy regarding their instructional practices. Second, teachers felt unhappy when they disregarded students’ individual differences. Third, teachers’ instructional goals were related to improving their content knowledge and technological competencies. They needed administrative support and time to achieve their instructional goals. In the light of the findings of the study, it is significant that observable and measurable professional development activities should be defined to increase the quality of teaching and student learning, as well as ensuring the implementation of new teaching skills.

教师的教学实践是成功的教育环境中最关键的组成部分，除了提高教学效率外，它还可以为学生提供必要的知识和技能。这项研究的目的是研究教师对他们教学质量的看法和满足感。该研究是通过基本的定性研究设计进行的。进行定性研究的目的是揭示有关个人的经验，看法和对特定现象的看法的事实。该研究的参与者为201名教师，分别在不同的年级和专业中工作。在参与者中，女性占58％（n = 116），女性占42％（n= 85）是男性。数据收集工具包括电子意见表和焦点小组访谈。通过内容分析对收集到的数据进行分析。研究结果表明，专业发展活动和创新实施使教师对他们的教学实践感到满意。其次，当老师们忽视学生的个体差异时，他们会感到不高兴。第三，教师的教学目标与提高他们的内容知识和技术能力有关。他们需要行政支持和时间来实现他们的教学目标。根据研究结果，很重要的一点是，应定义可观察和可衡量的专业发展活动，以提高教学和学生的学习质量，