Teachers’ Experiences and Challenges in Implementing Differentiated Instruction

Abstract

Abstract

This study explored the experiences and challenges of teachers in implementing Differentiated Instruction (DI) at Libertad Elementary School in Abulug, Cagayan. Specifically, it aimed to identify teachers’ experiences in applying DI, determine the challenges they encountered, and formulate recommendations to improve the implementation of differentiated instruction in diverse classrooms. The study employed a qualitative phenomenological research design to understand the lived experiences of teachers in implementing DI. Data were gathered through semi-structured interviews with teacher-participants from Kindergarten to Grade 6. The collected data were transcribed, coded, and analyzed using thematic analysis to identify recurring themes and patterns related to teachers’ instructional practices, challenges, and recommendations. Findings revealed that differentiated instruction enhanced learner engagement, participation, comprehension, attentiveness, and academic performance by addressing diverse learning needs through varied instructional strategies. However, teachers experienced challenges such as time constraints, large class sizes, limited instructional materials, insufficient training, and heavy workloads. The study concluded that while DI is beneficial in promoting inclusive and learner-centered education, stronger institutional support, continuous professional development, and adequate resources are necessary to improve its implementation in rural and multicultural classroom settings.