Author
Frances R. Aresta*
Northeastern College, Santiago City, Isabela, Philippines
Alma P. Gonzales, PhD
Northeastern College, Santiago City, Isabela, Philippines
E-mail: almagonzales@northeasterncollege.edu.ph
Abstract
Differentiated instruction and classroom management are essential practices in addressing learner diversity and maintaining productive elementary classroom environments. However, there is limited localized evidence about the relationship between these practices among elementary school teachers in Cabagan, Isabela. This study examined differentiated instruction and classroom management practices among 90 elementary school teachers using a descriptive-correlational research design. The researchers gathered data through a structured questionnaire and analyzed them using the mean, standard deviation, and Pearson’s product-moment correlation coefficient. The findings showed that teachers practiced differentiated instruction to a high extent, particularly in providing varied learning activities, while they rated flexible assessment comparatively lower. Classroom management was also rated highly, with classroom routines emerging as a relative strength and behavior management requiring further attention. A significant positive relationship was found between differentiated instruction and classroom management practices. The study recommends targeted professional development to strengthen differentiated assessment, learner behavior management, and the integration of responsive instructional strategies into everyday classroom practice.
Keywords: Differentiated instruction, classroom management, elementary school teachers, learner diversity, professional development.
*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS05041638
Recommended citation:
Aresta, F. R., & Gonzales, A. P. (2026). Examining the relationship between differentiated instruction and classroom management among elementary school teachers in the Philippines. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 948-956. http://doi.org/10.69651/PIJHSS05041638
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