Curricular Knowledge in Relation to Differential Instruction Capability of Public Elementary School Teachers

This study aimed to evaluate the influence of differential instruction capability among public elementary school teachers in Malita North District, Davao Occidental. Utilizing a non-experimental quantitative design with a descriptive-correlation technique, 274 teachers were selected through stratified random sampling. The research instrument was a modified survey questionnaire that was pilot tested for reliability and internal consistency. Findings revealed that teachers demonstrated extensive curricular knowledge, with integration of concepts across the curriculum being the most evident indicator. However, the application of knowledge to real-world situations was the least evident, indicating a need for practical learning connections. The extent of differential instruction capability among teachers was also rated as extensive, with the use of diverse teaching methods and student feedback being most evident. A strong positive relationship was found between curricular knowledge and differential instruction capability. The application of knowledge to real-world situations showed the strongest relationship with differential instruction, highlighting the importance of contextual learning. This study supports Shulman’s Pedagogical Content Knowledge (PCK) Theory and Tomlinson’s Differentiated Instruction Theory, emphasizing the need for strong content mastery and adaptive teaching. Schools are encouraged to provide training on contextual learning strategies to further enhance teachers' instructional capabilities.