View in EDS

Assessing Teacher Proficiency in Differentiated Instruction: Development and Validation of a Performance Appraisal Tool for Philippine Multigrade Classrooms

Saved in:
Bibliographic Details
Title: Assessing Teacher Proficiency in Differentiated Instruction: Development and Validation of a Performance Appraisal Tool for Philippine Multigrade Classrooms
Language: English
Authors: Jaime B. Bunga (ORCID 0009-0006-8553-722X)
Source: European Journal of Educational Management. 2025 8(1):31-47.
Availability: Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eujem.com; Web site: https://www.eujem.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Individualized Instruction, Multigraded Classes, Teacher Competencies, Teacher Evaluation, Measures (Individuals), Test Validity, Test Reliability, Teacher Attitudes, Elementary School Teachers
Geographic Terms: Philippines
ISSN: 2642-2344
Abstract: This study explores the implementation of Differentiated Instruction (DI) in Philippine multigrade classrooms and develops a tool to assess teacher proficiency in DI. Employing an exploratory sequential mixed-method design, the qualitative phase included focus group discussions with eight multigrade teachers, capturing their experiences and challenges in DI. These insights informed the creation of the Multigrade Differentiated Instruction Performance Appraisal Tool, which assesses DI proficiency across instructional planning, delivery, and classroom management. The tool underwent expert validation and reliability testing, with Cronbach's Alpha of 0.91, indicating high internal consistency. The quantitative phase surveyed 163 multigrade teachers, revealing that DI implementation was generally effective, particularly in aligning lessons with curriculum standards (M = 4.09, SD = 0.73) and fostering a supportive learning environment. However, teachers faced challenges in utilizing technology, contextualized materials, and diverse assessment methods. Findings support the DI Assessment Checklist as a valuable tool for teachers and administrators to enhance instructional practices through reflective teaching. Recommendations include expanding training programs, improving access to instructional resources, and integrating DI-focused technology training. Further research should explore regional variations in DI implementation to inform more localized educational policies. This study provides practical insights to support teachers in effectively managing the complexities of multigrade education, ensuring equitable and inclusive learning experiences for diverse learners.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1466657
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1466657
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1466657
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Assessing Teacher Proficiency in Differentiated Instruction: Development and Validation of a Performance Appraisal Tool for Philippine Multigrade Classrooms
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jaime+B%2E+Bunga%22">Jaime B. Bunga</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-8553-722X">0009-0006-8553-722X</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Educational+Management%22"><i>European Journal of Educational Management</i></searchLink>. 2025 8(1):31-47.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eujem.com; Web site: https://www.eujem.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Multigraded+Classes%22">Multigraded Classes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2642-2344
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study explores the implementation of Differentiated Instruction (DI) in Philippine multigrade classrooms and develops a tool to assess teacher proficiency in DI. Employing an exploratory sequential mixed-method design, the qualitative phase included focus group discussions with eight multigrade teachers, capturing their experiences and challenges in DI. These insights informed the creation of the Multigrade Differentiated Instruction Performance Appraisal Tool, which assesses DI proficiency across instructional planning, delivery, and classroom management. The tool underwent expert validation and reliability testing, with Cronbach's Alpha of 0.91, indicating high internal consistency. The quantitative phase surveyed 163 multigrade teachers, revealing that DI implementation was generally effective, particularly in aligning lessons with curriculum standards (M = 4.09, SD = 0.73) and fostering a supportive learning environment. However, teachers faced challenges in utilizing technology, contextualized materials, and diverse assessment methods. Findings support the DI Assessment Checklist as a valuable tool for teachers and administrators to enhance instructional practices through reflective teaching. Recommendations include expanding training programs, improving access to instructional resources, and integrating DI-focused technology training. Further research should explore regional variations in DI implementation to inform more localized educational policies. This study provides practical insights to support teachers in effectively managing the complexities of multigrade education, ensuring equitable and inclusive learning experiences for diverse learners.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1466657
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1466657
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 31
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Multigraded Classes
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Teacher Evaluation
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Test Reliability
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Philippines
        Type: general
    Titles:
      – TitleFull: Assessing Teacher Proficiency in Differentiated Instruction: Development and Validation of a Performance Appraisal Tool for Philippine Multigrade Classrooms
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jaime B. Bunga
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2642-2344
          Numbering:
            – Type: volume
              Value: 8
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: European Journal of Educational Management
              Type: main
ResultId 1