Teachers’ Competencies in Differentiated Instruction and its Extent of Implementation in the Pinamalayan East District

Abstract

The study determined the teachers’ competencies in using differentiated instruction and its extent of implementation in the Pinamalayan East District. The researcher evaluated the teachers’ skills based on some types of differentiated instruction and the degree of differentiated instruction in terms of process, content, product, and learning environment, and the pupils’ performance in the five academic learning areas. A total of 115 intermediate teachers were involved in the study. The qualitative method and a pre-survey, analysis of observations sheets and learners’ proficiency based on the teacher’s class record, and interview for teachers were used. Learners were engaged in supporting quantitative data of the study. A correlational method determined the relationship between the level of teacher’s competencies in using differentiated instruction and its extent of implementation. Data were statistically treated using mean and multiple regression analysis through Pearson’s r Product Moment of Correlation Coefficient. The teachers’ high level of instructional competence in using differentiated instruction was observed in the types of differentiated instruction used. The upper extent utilization of differentiated instruction by the teachers’ skills and proficiency in teaching have influenced pupils’ performance.