Competence of Teachers in Using Differentiated Instruction in Teaching English: Self - Assessment

This quantitative-descriptive study was conducted to determine the competence of teachers using differentiated instruction in teaching English. The subjects of the study were teachers in ten (10) public elementary schools under Isabela Island District who are teaching English during the school year 2018-2019. A questionnaire was adapted and used in this study, and the findings were: (1) Teachers when grouped according to age, the overall level of competence, are moderately high level of competence in all age groups. In terms of ethnicity, teachers' competences of any ethnic groups are all moderately high level of competence. According to the teachers' length of service, the only average level of competence are those teachers with 16 to 20 years in service while those below 16 or above 20 years of service are moderately high level of competence. According to teachers' highest educational attainment, both teachers with baccalaureate degree or with masters units are of moderately high level of competence; (2) Teachers responded with moderately high level of competence in accomplishing particular task as specified in each items all elements of differentiated instruction; and (3) There is no significant differences in the competence of teachers in using differentiated instruction in teaching English in terms of age, ethnicity, length of service and educational attainment. Hence, if teachers are realistically considering giving their students the opportunity to learn based on their individual needs, teachers need to differentiate instruction. Teachers who differentiate instruction understand that skillful instruction is an imperative in order to bring curriculum to life for young learners, and flexible instruction is necessary to make curriculum work for academically diverse student populations.