Teachers' Classroom Accommodation Practices and Teachers' Use of Emerging Digital Tools

This study aimed to determine teachers’ competency in designing AI- This study determined the relationship between teachers’ classroom accommodation practices and their use of emerging digital tools among teachers of Matab-ang National High School, Division of Toledo City, during School Year 2026–2027. It specifically described the respondents’ demographic profile, determined the levels of classroom accommodation practices and use of emerging digital tools, and established whether a significant relationship existed between the variables. A descriptive-correlational research design was employed in Matab-ang National High School. Fifty teacher-respondents were selected through purposive sampling. An adapted and contextualized survey questionnaire covering demographic profile, classroom accommodation practices, and use of emerging digital tools served as the instrument. Frequency and percentage, weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient were used to analyze the data. Results showed that teachers demonstrated strong classroom accommodation practices and regular use of emerging digital tools. However, differentiated learning activities, assessment methods, online collaboration, exploration of newly introduced technologies, and digital applications for differentiated instruction were less consistently practiced. A significant positive relationship existed between classroom accommodation practices and use of emerging digital tools. The study concluded that purposeful use of emerging digital tools was associated with stronger classroom accommodation practices. An Action Plan was recommended to strengthen differentiated instruction, flexible assessment, online collaboration, and technology integration through targeted training, hands-on activities, peer sharing, and classroom-based application, and continuous monitoring and evaluation for sustained improvement.