Knowledge and Attitudes of Basic Education Teachers Toward Differentiated Instruction: An Avenue For an Enhanced Training Program

This study primarily explored the knowledge and attitudes of basic education teachers toward differentiated instruction (DI) to design an enhanced training program. Specifically, it determined the respondents’ profile, assessed their level of knowledge and attitudes toward DI, compared these variables when respondents were grouped by profile, and proposed a targeted training intervention. The study utilized a descriptive-quantitative research design to quantify teachers' pedagogical readiness systematically. Data were collected using a researcher-made survey questionnaire that underwent validity and reliability testing. The respondents consisted of 50 basic education teachers from primary and secondary levels in Manila. Findings revealed that respondents possess a high overall level of knowledge and a strongly positive attitude toward DI, indicating strong theoretical buy-in. However, a significant gap exists between philosophical commitment and practical confidence, particularly in content differentiation. Results also confirmed that respondents with Master’s degrees have significantly higher knowledge and more positive attitudes than those with Bachelor’s degrees. Logistical challenges, such as product differentiation and time constraints, remained universal barriers regardless of educational attainment. Implications suggest that professional development must shift from theoretical "why" to practical "how" strategies. Brief recommendations include incentivizing advanced academic degrees, redesigning training to avoid seminar overload, and providing job-embedded support for material creation.