NAVIGATING CLASSROOM DIVERSITY THROUGH DIFFERENTIATED INSTRUCTION: A PHENOMENOLOGICAL STUDY OF GRADE THREE TEACHERS

This phenomenological study explored how ten Grade Three teachers from five public elementary schools in the Maa District of Davao City navigated classroom diversity through differentiated instruction within resource constrained and overcrowded classrooms. It aimed to describe their lived experiences implementing differentiated instruction, the coping strategies they employed to address challenges, and the educational insights they gained to enhance teaching practices. Findings revealed four experiential themes: differentiated instruction as daily adaptive practice, emotional labor and teacher resilience, observable impact on student engagement and transformation, and teacher empowerment through student-centered facilitation. Coping strategies included collaborative resource sharing, improvisation with local and low-cost materials, flexible classroom management, and reflective practice. Educational insights generated a blueprint for sustainable differentiation comprising context responsive professional development, systemic support, collaborative professional learning communities, and student-centered assessment. This study contributes to Sustainable Development Goal 4 by promoting inclusive and equitable quality education. The Department of Education may provide reduced class sizes, dedicated planning time, consistent resources, and strengthened Learning Action Cells.