IJECE Published Articles

Abstract This study examined the extent of implementation of differentiated instruction (DI) among public elementary school teachers in Tubod District, Surigao del Norte. Using a descriptive–correlational research design, ninety-five (95) teachers from nine public schools participated through total enumeration sampling. A validated researcher-made questionnaire was used to collect data on teacher profiles, DI implementation across content, process, product, and learning environment, and challenges encountered. Data were analyzed using frequency counts, percentages, weighted mean, ANOVA, exploratory factor analysis, and Pearson’s correlation at a 0.05 level of significance. Findings revealed that teachers implemented DI to a moderate extent (overall M = 2.77). Among the four dimensions, content differentiation was most practiced (M = 2.82), while process differentiation was least applied (M = 2.76). Teacher-related variables such as age, sex, years of experience, educational attainment, and grade level taught did not significantly affect DI implementation. However, a significant difference was found in content differentiation when teachers were grouped according to training attended, highlighting the critical role of professional development. Teachers reported moderate challenges, particularly in preparing materials, workload, and lack of resources. Correlation analysis showed that higher challenges were associated with lower levels of DI implementation (r = -0.39, p < 0.05). The study concludes that while DI is practiced in Tubod District, its implementation remains constrained by systemic barriers. Professional development emerged as a decisive factor in enhancing DI, especially in content differentiation. The results imply the need for sustained training, provision of resources, workload management, and supportive school leadership to strengthen DI implementation. Keywords: Differentiated Instruction; Content Differentiation; Process Differentiation; Product Differentiation; Learning Environment; Challenges; Teacher Training; Tubod District; Descriptive–Correlational Research; Professional Development