Differentiated Instruction: Analysis of the Level of Implementation and Factors that Hinders Practice in Esperanza II

Aim: This study aimed to determine the extent to which various factors hinder the implementation of differentiated instruction and how these factors relate to its level of implementation among elementary teachers in Esperanza District II, Division of Sultan Kudarat. Methodology:The study used a quantitative descriptive-correlational research design involving selected public elementary school teachers.Data were gathered using a structured, validated questionnaire.Descriptive statistics and Pearson's correlation coefficient were used for analysis.Results: A statistically significant correlation was observed, with a p-value of 0.032.The correlation coefficient (r) of 0.167 indicates a low but meaningful relationship between the hindering factors and the level of differentiated instruction implementation.This implies that as challenges such as a high teacher-student ratio and limited planning time increase, the consistent application of differentiated instruction tends to decrease.While all teachers reported some use of differentiated instruction, its implementation on a daily basis was found to be inconsistent. Conclusion:Effective implementation of differentiated instruction requires addressing classroom size and time constraints.Training and support systems are also crucial.