IMPLEMENTATION OF THE INSTRUCTIONAL PRINCIPLES TO SUPPORT DIVERSE LEARNERS

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J0ENALYN O. LUMAGBAS

THESIS ABSTRACT Title : IMPLEMENTATION OF THE INSTRUCTIONAL PRINCIPLES TO SUPPORT DIVERSE LEARNERS Researcher : JOENALYN O. LUMAGBAS Degree : MASTER OF ARTS IN EDUCATION Major in School Administration Institution : Lyceum-Northwestern University Institute of Graduate and Professional Studies Dagupan City Adviser : CRISTOPHER A. DE VERA, EdD Year : 2025 The implementation of instructional principles is vital for fostering inclusive and effective learning environments, particularly for diverse learners in the context of the MATATAG Curriculum. This study focuses on Grade 2 teachers from North IV District Caloocan to evaluate their adherence to instructional principles and identify challenges in supporting diverse learners. The study aims to assess the implementation of instructional principles under four dimensions—Inclusive, Ideational, Integrative, and Innovation—while examining the relationship between these practices and the teachers' profiles. It also seeks to identify challenges faced during implementation and provide actionable recommendations. A descriptive-correlational research design was employed, involving 19 Grade 2 teachers as respondents. Data were collected through a structured questionnaire and analyzed using descriptive and inferential statistical methods. Findings revealed that instructional principles were consistently rated as "Highly Implemented" across all dimensions. However, significant challenges included adapting teaching materials, integrating technology, and balancing curriculum flexibility with diverse learner needs. Marital status was the only profile variable significantly related to the implementation of integrative principles. Recommendations include expanding access to professional development, improving resource allocation, fostering technological integration, and providing systemic support to address challenges and resistance to change. These strategies aim to enhance the capacity of educators to deliver equitable and effective education Keywords: Implementation, instructional principles, support, diverse learners, inclusive, ideational, integrative, innovative TABLE OF CONTENTS Page Title Page i Approval Sheet ii Certification of Admission to Candidacy for the Degree of MASTER OF ARTS iii Acknowledgment iv Dedication vi Abstract vii Table of Contents ix List of Figure xi List of Tables xii I THE PROBLEM Rationale 1 Theoretical Framework 10 Conceptual Framework 12 Statement of the Problem 15 Hypothesis of the Study 16 Scope and Delimitation of the Study .16 Significance of the Study .18 Definition of Terms .20 II METHODOLOGY Research Design 23 Sources of Data 26 Instrumentation and Data Collection 27 Tools for Data Analysis 31 III RESULTS AND DISCUSSIONS Profile of the Respondents 35 Relationship between the Implementation of Instructional Principles to Support Diverse Learners between the Profile Variable of Grade 2 Teachers …………………….. 48 Challenges Encountered by Grade 2 Teachers in the Implementation of Instructional Principles to Support Diverse Learners …………………………………………………………….. 50 IV SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary 53 Conclusions 58 Recommendations 60 REFERENCES 62 APPENDICES A. Permit to Conduct Study 65 B. Letter to the Respondents 66 C. Questionnaire 67 CURRICULUM VITAE 72 LIST OF FIGURES Figure Page Paradigm of the Study 14   LIST OF TABLES Table Page 1 Profile of the respondents in terms of Age………………….. 37 2 Profile of the respondents in terms of Sex ……………….. 38 3 Profile of the respondents’ in terms of Marital Status…… .39 4 Profile of the respondents’ in terms of Length of Service ……………………………………………….…………41 5 Profile of the respondents’ in terms of Length of Relevant Training…………………………………….………..42 6 Implementation of Instructional Principles to Support Diverse Learners by Grade 2 Teachers in Terms of Inclusive ………………………………………….43 7 Implementation of Instructional Principles to Support Diverse Learners by Grade 2 Teachers in Terms of Ideational …………………………………….. 44 8 Implementation of Instructional Principles to Support Diverse Learners by Grade 2 Teachers in Terms of Integrative………………………………………. 46 9 Implementation of Instructional Principles to Support Diverse Learners by Grade 2 Teachers in Terms of Innovation ……………………………………… 47 10 Test of Relationship between the Implementation of Instructional Principles to Support Diverse Learners between the Profile Variable of Grade 2 Teachers ……………………………. 50 CHAPTER 1 THE PROBLEM Rationale An increasing amount of diversity distinguishes today's classrooms. Students with impairments, gifted students, English language learners, and students from varied cultural and linguistic backgrounds all learn alongside one another in the same instructional setting (Ewe & Galvin, 2023). Today, teachers are faced with a challenge because of growing diversity in the classroom, which guarantees that every student, regardless of background or learning style, has an equal chance to succeed. Around the world, the need to help different learners has grown dramatically. In classrooms, there are kids with a variety of disabilities, cultural backgrounds, and learning preferences. Because of this variability, a varied learner group must effectively receive instructional principles. Nevertheless, several studies show that teachers may run into several issues while trying to accomplish this (Ainscow, 2020). According to Gibbs & McKay (2021), the study carried out on differentiated instruction among classrooms found that despite the understanding teachers give towards adaptable strategies of teaching the instructional approach, they often feel unprepared due to the lack of preparedness offered by training and resources in the subject. The same issues are noticed across distinct educational settings, as most developed areas have pointed out the huge gap in teacher training in differentiated instruction and inclusive practices in teaching. Moreover, a systematic review by Griful-Freixenet et al. (2020) was conducted on the convergence points of Universal Design for Learning and differentiated instruction. They concluded that although both principles have the potential to address the needs of diverse learners, the real-world application of these approaches puts teachers under considerable pressure, particularly with large class sizes and conflicts in curriculum curricula. Similarly, Deunk et al. noted that differentiated instruction lacks a cohesive understanding and is not properly practiced, which only makes it more difficult to execute. While the literature has been good and fair for students when the principles of instructional instruction are carried out appropriately, inconsistency in practice does this a disservice overall. Dixon et al. (2021) noted that teachers often complain about having to dedicate a lot of time and effort to adjusting their instructional practice for the many diverse learners they have, coupled with limited support from administrators and fewer opportunities for using available materials appropriately. Teachers are further hindered by the lack of adequate professional development to implement research-based practices that would benefit all students. As the following research points out, such matters as brought forth need to be addressed urgently within the framework of education itself and towards closing the achievement gap among at-risk and diverse student populations. For instance, modified instructional strategies in K-12 settings have been found to promote increased engagement and accomplishment among at-risk learners (Coubergs et al., 2020). However, there is still a gap between the theory behind inclusive teaching practices and what is practiced within schools. An immense amount of research has to be done in order to increase this support mechanism. The main purposes of education and educational institutions, especially schools where instruction is provided in a structured manner, are to prepare students for adulthood, socializing, self-realization, obtaining a job, and transferring the cultural heritage of society to future generations. Students and professors are the most significant partners in educational institutions. As a result, educators are in charge of helping learning and educational institutions accomplish their goals. Therefore, when planning and carrying out the educational process, teachers should use common teaching concepts as a guide (Alsaeed, 2022). Numerous theories have been created to explain learning and its outcomes. In addition, these theories have produced learning principles pertaining to the learning dimension. Since the 17th century, several teaching principles have been developed as a consequence of scholarly research to improve the effectiveness of educational activities (Saunders & Wong, 2020). A teaching principle is a fundamental concept that clarifies the planning and implementation of the teaching process. Teaching principles serve as a kind of standard for tasks throughout the educational process and as a manual for educators. The foundation for all activities, including program design and implementation, equipment and material selection, and instruction, is common teaching principles. Thus, among the responsibilities of all parties involved in education is understanding and putting educational ideas into practice (Teaching Ideas, 2022). The Department of Education in the Philippines has introduced the Matatag Curriculum. This ground-breaking educational framework aims to develop the whole person in young Filipino learners from kindergarten to Grade 10. The four instructional principles (4Is) for basic education are inclusive, ideational, integrative, and innovative. These principles are intended to support holistic learning, the pursuit of lifelong learning, and the development of learners into knowledgeable decision-makers and productive workforce members (ILoveDepEd, 2023). Creating relevant and accessible learning experiences for all students, regardless of their backgrounds or skill levels, is the emphasis of inclusive education. Creating culturally sensitive materials, offering a variety of content access modes, assisting students with special needs, and modifying the learning environment to support multiple learning pathways are all part of it. Ideational refers to encouraging an original way of thinking and coming up with ideas without bias or condemnation. The objective is to introduce students to a range of feasible solutions and uncover unanticipated conceptual connections. Integrative learning entails bringing disparate ideas and concepts together into a cohesive whole, leveraging real-world scenarios, expanding on learners' existing knowledge, and promoting linkages between them. This idea helps students understand topics more deeply and make connections between the material and their own lives. Innovative delves into imaginative approaches to developing and presenting education. It involves utilizing cutting-edge technologies, a variety of instructional techniques, and creative assessment approaches to guarantee that students have an inspiring and interesting learning experience (DepEd, 2023). A study found that the level of implementing inclusive practice is moderate to high and depends on the availability of resources and teacher training. Budwig and Alexander (2020) indicated that schools and universities increasingly implement inclusive practice, but its application is quite inconsistent. Educators in better-founded institutions report that the practice is more inclusive, whereas schools that are underfunded fail to implement the practice correctly. However, inclusive practice levels have also been reported to be low, as reported by Mijares et al. (2023). They should improve particularly with the principles of universal design for learning and helping diverse learners. According to Selznick et al. (2022), the implementation levels of ideational strategies, which promote creativity and idea generation, are somewhat moderate. There is a growing degree of emphasis within higher education on the ideational approach, especially concerning interdisciplinary or problem-based learning (2022). Less commonly found in primary and secondary settings, teachers point to a lack of support or uncertainty over whether this is feasible to incorporate into normal teaching practice. However, Barber (2020) concludes that higher education presented less-developed ideational practice, including creative and abstract thinking. Faculty members also stated that they face challenges in encouraging cross-disciplinary thinking and conceptual integration because of the stiffness of their curricula and institutional conditions. Generally, integrative practices have a higher implementation in higher education settings but remain at a moderate level in teachers at the K-12 level. According to Kindelan (2022), there is evidence that the institute possessing an underlying framework for cross-curricular learning seems to be related to higher levels of integrative teaching. Sustained gaps in such a scenario lie within the rigid and standardized curricula, which seem to make it difficult for such approaches to be facilitated, especially in elementary and secondary schools. On the contrary, a study by Selznick et al. (2020) on learning integrated in transdisciplinary concludes that, although students show an interest, integrative teaching is at a low practical level due to insufficient structural support, particularly under problem-based learning contexts. Innovative teaching practices have been implemented by teachers at moderate to high degree levels, especially in STEM fields. This is according to Selznick et al. (2020), as higher education institutions come forward with innovation through capstone projects and other experiential learning methods. However, there is a wide gap in K-12 education where traditional pedagogies hinder innovative work, and the integration of technological tools is lacking in resources. However, according to UNESCO (2020), in their report on global innovations in the education sector, innovations in teaching practices, such as technology integration and problem-solving, are still very low in many developing countries. Teachers identified a lack of resources and professional development as deterrents. A study by Olayvar (2022) found that instructors' implementation of instructional principles is significantly influenced by their age, gender, and duration of teaching experience. In a similar vein, Hayati et al. (2022) discovered a substantial correlation between the use of instructional principles and the demographic profile, including gender, age, and duration of service. In addition, the results of the Mahmoud Alali (2020) study indicated that male teachers implemented more than female teachers. However, according to research by Amzaleg & Masry-Herzallah (2021), female teachers are more likely to put instructional principles into practice. Teachers' implementation was shown to be significantly correlated with their age and experience as teachers. In terms of adopting instructional ideas, young teachers with 0–3 years of experience suggest they do better than the other groups (NemerAitski & Heinla, 2020). However, Wang et al. (2022) established that gender, age, and years of teaching do not significantly correlate with teachers' ability to implement instructional principles. According to Coubergs et al. (2020), marital status and the number of training attended did not have a significant effect on the level at which teachers perceived the application of teaching principles. Instead, both single and married teachers reported the same levels of involvement in strategies related to instruction and expressed a sense of disconnection between training and classroom practice. Nevertheless, Gheyssens et al. (2020) found that married teachers perceived more effectiveness of instructional strategies in their implementation, presumably because of a greater support network at home. Relevant training sessions that had attended also showed a strong positive correlation with the perceived level of implementation of teaching principles, where more sessions correlated with greater effectiveness. One of the biggest challenges lies in designing effective and flexible instruction for the diverse needs of all students. It is something that requires a teacher to develop interesting lessons that every learner can access regardless of their learning styles or capabilities. Adequate support should be given to the students with needs in varying ways. This can include providing additional instruction, accommodation, or assistive technology for those students. Managing classroom behavior may also become complicated in the inclusive setting because students will be exposed to varied behaviors and needs. Teachers should, therefore, manage classroom dynamics to create a positive and productive learning environment. In addition, meeting the needs of all students, most especially those with the most significant disabilities, is a challenging demand. Specialized instruction or support is often required in such cases (Rasmitadila et al., 2022). Suryati et al. (2023) also state that there are a number of significant challenges teachers face in teaching. Some of the challenges include an inappropriate preparation of the differentiated instruction strategies, lack of the equipment and tools, and fewer hours when time is allocated for the lesson plan. Another major challenge is when a teacher faces difficulties in catering to the various needs of student learning in their class, hence failing to develop an inclusive classroom. This means that the professional development of the teachers and adequate support for improvement in instructional practices are strongly emphasized. This is where training can be useful in spreading new ideas. Yet, that alone does not make for an effective workshop. We need to become more reflective in our processes of teacher training, professional learning, or recertification. Innovation takes time and, unfortunately, is one thing that education does not seem to have enough of. If there is to be innovation, then educators need time, space, and support to instigate ideas (Blanchet, 2024). Through this, classrooms are becoming more and more heterogeneous in contemporary societies. Among them, factors such as cultural background, class, learning, and ability contribute to the heterogeneity of a classroom. Instruction that will respond to the needs of every student inside and outside the classroom is characterized by an inclusive and equitable approach. This study aimed to determine the extent of implementing the Instructional Principles to support diverse learners under the MATATAG Curriculum of Grade 2 Teachers of North IV District, Caloocan City. To determine the perceived level of implementation of the instructional principles in terms of inclusive, ideational, integrative, and innovative. The findings of the study can be used to enhance the implementation of Instructional Principles and support teachers in the implementation of the MATATAG Curriculum. Furthermore, this study's findings contribute to the development of research-based instructional strategies and policies that accommodate a variety of student backgrounds. Identifying the most effective forms of instruction and combining those tactics with other instructional concepts can help policymakers, educators, and school administrators create more equal and inclusive learning environments. Moreover, the result of the study could improve academic achievement for diverse learners, increase motivation and engagement from students, enhance the effectiveness of teachers, decrease achievement gaps and disparities, and enhance cultural awareness and social cohesion. Equal learning opportunities for all students in an equitable setting are supported by research on successful teaching ideas and practices. Theoretical Framework In developing the theoretical framework for this study, three prominent theories provide foundational support: Differentiated Instruction Theory, Universal Design for Learning (UDL), and Constructivist Learning Theory. Each theory contributes insights into creating an inclusive and effective educational approach for diverse learners. Differentiated Instruction (DI) emphasizes tailoring teaching methods, materials, and assessments to address the varying needs, readiness levels, and interests of students. By utilizing diverse instructional strategies, teachers can ensure equitable learning opportunities, fostering academic growth for all learners, including those with disabilities and advanced abilities. Studies underscore the importance of flexible grouping, varied assessments, and instructional adjustments to meet individual learning needs effectively (Stanford Center for Teaching and Learning, 2019). DI is particularly relevant in the MATATAG curriculum, as it promotes inclusive practices and accommodates the diversity of learners in mainstream classrooms. Universal Design for Learning (UDL) focuses on designing instructional environments that cater to a broad spectrum of learners, regardless of their abilities or backgrounds. It advocates for multiple means of engagement, representation, and expression, enabling all students to access and participate in the learning process. Research highlights UDL’s effectiveness in creating inclusive classrooms by addressing barriers to learning and supporting diverse cultural, linguistic, and cognitive profiles (Cornell Center for Teaching Innovation, 2019). In the context of the MATATAG curriculum, UDL principles can help Grade 2 teachers implement adaptable instructional strategies, fostering equitable participation and outcomes. Constructivist Learning Theory posits that learners construct knowledge through experiences and interactions within their environment. This theory supports the idea of active, student-centered learning, where educators guide and facilitate rather than directly instruct. The approach encourages problem-solving, critical thinking, and collaboration, making it particularly valuable for diverse classrooms. When integrated into the MATATAG curriculum, constructivist strategies empower students to connect new knowledge with prior experiences, enhancing engagement and comprehension (Shareefa et al., 2019). Conceptual Framework The conceptual framework for this study highlights the interconnected relationship between teacher profile, instructional strategies, and the challenges encountered during implementation. It examines how educators' profiles—such as age, sex, marital status, length of service, and the number of relevant training programs attended—influence their ability to apply instructional principles designed to cater to diverse learners. These characteristics serve as independent variables that shape the capacity of teachers to respond effectively to varied learning needs within their classrooms. The dependent variables in this framework focus on the degree to which the instructional principles—namely inclusivity, ideational creativity, integration, and innovation—are applied in the teaching-learning process. These principles align with the MATATAG curriculum's vision of fostering a dynamic and equitable educational environment. Their successful implementation requires not only the personal and professional readiness of teachers but also the availability of systemic support, such as access to quality resources and opportunities for professional development. Teachers’ effectiveness in implementing these strategies can have a profound impact on student outcomes, particularly for learners with unique needs and diverse cultural or linguistic backgrounds. At the intersection of these variables are the challenges that mediate implementation, which can include limited access to resources, insufficient training, and systemic issues within the school environment. For example, teachers may face difficulties adapting innovative instructional strategies due to inadequate access to technology or professional guidance. Similarly, addressing cultural and linguistic diversity in classrooms requires tailored approaches like differentiated instruction and the Universal Design for Learning (UDL) framework, which promotes flexible methods of teaching and assessment to accommodate diverse learners (Cornell CTI, 2019; Ginsberg & Wlodkowski, 2009). Figure 1 shows the paradigm of the study, illustrating how the independent variables (teacher profiles) influence the dependent variables (implementation of instructional principles) while being moderated by the challenges encountered by teachers. The framework provides a comprehensive view of the dynamic relationship between these variables, emphasizing the importance of understanding teachers' professional needs and the systemic barriers they face. This paradigm serves as a foundation for identifying targeted interventions and support mechanisms that enable educators to deliver inclusive and innovative instruction effectively. Figure 1. Paradigm of the Study Statement of the Problem This study aimed to determine the perceived level of integration of 4Cs in the instructional design of Grade 2 English teachers of North IV District, Caloocan City. Specifically, it sought to answer the following questions: 1. What is the profile of the respondents in terms of: 1.1 Age; 1.2 Sex; 1.3 Marital Status; 1.4 Length of Service; and 1.5 Number of Relevant Training and Seminars? 2. What is the perceived level of implementation of the instructional principles in terms of: 2.1 Inclusive; 2.2 Ideational; 2.3 Integrative; and 2.4 Innovative? 3. Is there a significant relationship between the perceived level of implementation of the instructional principles and the profile of the respondents? 4. What are the challenges encountered while implementing the instructional principles? 5. What program of activity can be proposed based on the findings of the study? Null Hypothesis In line with the sub-problems, this study tested the hypothesis in its null form at alpha level 0.05. 1. There is no significant relationship between the perceived level of implementation of the instructional principles and the profile of the respondents. Scope and Delimitation of the Study The scope of this study is centered on evaluating the extent of implementing the instructional principles designed to support diverse learners under the MATATAG Curriculum, specifically among Grade 2 teachers of North IV District, Caloocan City. This research focuses on the study period spanning the 1st semester of 2024-2025 to the second semester of the school year 2024–2025, ensuring that the findings reflect both the preparatory and active phases of curriculum implementation within this timeline. The primary goal is to assess how well teachers integrate principles that emphasize inclusivity, ideation, integration, and innovation in their instructional practices, thereby fostering equitable learning opportunities for diverse students. To provide a comprehensive analysis, the study addresses specific variables and questions. It investigates the profile of the respondents, which includes their age, sex, marital status, length of service, and the number of relevant training and seminars they have attended. These demographic and professional characteristics are essential in understanding the factors that may influence teachers’ ability to implement instructional principles effectively. Furthermore, the study explores the perceived level of implementation of instructional principles across four critical dimensions: inclusivity, ideational strategies, integrative teaching methods, and innovation in instruction. These dimensions reflect the core principles of the MATATAG Curriculum aimed at addressing the unique needs of a diverse student population. The research also examines whether there is a significant relationship between the perceived level of implementation of these instructional principles and the profile of the respondents. By identifying correlations, the study seeks to determine how teacher characteristics may impact their ability to adopt and apply these principles. Additionally, the challenges encountered during the implementation process are a central focus of this research, aiming to uncover barriers and areas that need improvement to enhance the success of the curriculum. However, the study is delimited in several ways. First, it is geographically restricted to North IV District, Caloocan City, meaning that the findings may not necessarily represent the broader experiences of Grade 2 teachers in other districts or regions. Second, the study focuses solely on Grade 2 teachers, limiting its application to other grade levels where different instructional dynamics and challenges may arise. Third, it considers only the implementation of instructional principles under the MATATAG Curriculum, excluding other aspects of the curriculum or teaching practices not directly related to these principles. Significance of the Study The following shows how the results of the study are beneficial to the participants and the stakeholders. School Administrators. The result of the study equips school administrators with actionable data on how teachers implement instructional principles under the MATATAG Curriculum. This understanding enables them to design targeted programs that address gaps in training and resource allocation. Administrators can use the findings to improve their leadership strategies, ensuring that teachers receive the necessary support to effectively implement inclusive, integrative, ideational, and innovative approaches in their classrooms. Teachers. The result of the study serves as a valuable reference for teachers to reflect on their practices and assess their level of alignment with the instructional principles. By identifying specific areas for improvement, teachers can refine their methods to address the needs of diverse learners better. The study also underscores the importance of continuous professional development, inspiring teachers to seek opportunities that enhance their skills in delivering innovative and equitable instruction. Learners. The result of the study directly benefits learners by promoting teaching practices that are tailored to their unique needs and abilities. With the instructional principles implemented effectively, learners are provided with an equitable, engaging, and supportive environment that fosters their holistic development. This ensures that every child, regardless of their background or challenges, is given the opportunity to succeed and thrive within the MATATAG Curriculum framework. Researchers. The study provides a robust framework for researchers who wish to explore the implementation of instructional principles in different educational contexts. It serves as a benchmark for future studies, offering empirical data that can be analyzed or expanded upon. Researchers can also use the findings to develop new theories or methodologies for addressing the challenges of diverse learners. Stakeholders. The results of the study offer stakeholders, such as policymakers and educational organizations, evidence-based recommendations to support decision-making processes. By understanding the factors influencing the implementation of instructional principles, stakeholders can advocate for systemic changes that strengthen the education system. This includes policies that promote inclusivity, equity, and innovation in teaching and learning. Parents. The result of the study reassures parents that the MATATAG Curriculum prioritizes the unique needs of learners, ensuring that their children are taught in an inclusive and supportive environment. It also highlights the role of parents as partners in their children’s education, encouraging collaboration between families and schools to maximize learning outcomes. Future Researchers. The result of the study lays the groundwork for future researchers interested in exploring similar topics. It provides a clear structure and reference for conducting studies on instructional practices, curriculum implementation, and challenges in diverse educational settings. The findings can inspire further research aimed at refining instructional principles and addressing emerging issues in the education sector. Definition of Terms Implementation. It refers to the process of putting a plan, decision, or policy into effect to achieve a specific goal or outcome (Merriam-Webster, 2023). In education, it is often associated with the execution of teaching strategies, policies, or curriculum frameworks. In this study, it refers to the extent to which Grade 2 teachers of North IV District, Caloocan City apply the instructional principles of the MATATAG Curriculum in their teaching practices to support diverse learners during the study period. Four Principles. It refers to foundational guidelines or concepts that serve as the basis for a system or practice. In the context of education, principles often define the approaches or values guiding teaching methods (Oxford Languages, 2023). In this study, it refers to the four instructional principles of the MATATAG Curriculum—Inclusivity, Ideational Creativity, Integration, and Innovation—used by Grade 2 teachers to enhance learning experiences for diverse learners. Support. It refers to assistance or resources provided to help individuals achieve their goals or overcome challenges (Cambridge Dictionary, 2023). Education involves providing tools, strategies, and encouragement to foster learning. In this study, it refers to the specific strategies, resources, and interventions employed by Grade 2 teachers in North IV District, Caloocan City to address the needs of diverse learners and ensure effective learning under the MATATAG Curriculum. Diverse Learners. It refers to students who come from various cultural, linguistic, socioeconomic, or ability backgrounds, each with unique learning needs and preferences (Tomlinson, 2019). In this study, it refers to Grade 2 students in North IV District, Caloocan City with varying needs, including those with different cultural or linguistic backgrounds, learning styles, or abilities, who are the primary focus of the instructional strategies being assessed. Inclusive. It refers to practices or policies that ensure all individuals, regardless of background or ability, are provided equitable access and opportunities to participate fully (UNESCO, 2020). In this study, it refers to teaching strategies employed by Grade 2 teachers in North IV District, Caloocan City to create equitable and accessible learning environments for all students under the MATATAG Curriculum. Ideational. It refers to the process of forming or relating to ideas, particularly in creative or innovative ways (APA Dictionary of Psychology, 2023). In this study, it refers to the creative approaches employed by teachers to foster critical thinking, problem-solving, and idea generation in their students under the MATATAG Curriculum. Integrative. It refers to combining or coordinating separate elements into a unified whole, particularly in contexts such as education where subjects or concepts are linked to enhance understanding (Oxford Languages, 2023). In this study, it refers to teaching practices that connect various disciplines, themes, or learning objectives to create a cohesive and meaningful educational experience for Grade 2 learners under the MATATAG Curriculum. Innovative. It refers to introducing new methods, ideas, or products that improve efficiency or outcomes, especially in problem-solving or creative contexts (Merriam-Webster, 2023). In this study, it refers to the use of modern, creative, and effective teaching strategies by Grade 2 teachers in North IV District, Caloocan City to enhance student engagement and learning under the MATATAG Curriculum. CHAPTER 2 METHODOLOGY This chapter discusses research methodology, which includes research design and the procedures used to solve research problems. Similarly, it discusses the data collection tools as well as the statistical treatments that will be used to analyze the data. Research Design This study employs a descriptive-correlational research design to examine the implementation of instructional principles to support diverse learners under the MATATAG Curriculum by Grade 2 teachers of North IV District, Caloocan City. This design is appropriate as it allows the researcher to describe and analyze the current practices and experiences of teachers in implementing instructional principles while identifying relationships between the variables of interest. Specifically, it explores the relationship between the teachers' profile (age, sex, marital status, length of service, and relevant training) and their perceived level of implementation of instructional principles, including inclusivity, ideation, integration, and innovation. The descriptive component of the design focuses on summarizing and characterizing the respondents’ profiles and the extent to which they implement the instructional principles. This aligns with the study's goal of presenting a clear picture of the practices and challenges faced by Grade 2 teachers in supporting diverse learners. Descriptive research is particularly valuable for studies that aim to document and understand phenomena as they naturally occur in specific contexts (Creswell & Creswell, 2021). The correlational aspect of the design investigates potential relationships between the teachers’ profiles and their implementation of the principles. For example, it seeks to determine whether factors such as experience or the number of training sessions attended influence how effectively teachers adopt inclusive and innovative practices. Correlational research is essential in identifying and quantifying the strength and direction of relationships between variables (Fraenkel & Wallen, 2020). This provides a deeper understanding of how individual and contextual factors contribute to the implementation of the MATATAG Curriculum. This research design is appropriate for the study because it allows the researcher to achieve the study's objectives comprehensively. It enables the identification of trends, relationships, and challenges in the implementation process without manipulating variables, making it suitable for educational settings where ethical considerations and practicality are paramount. Moreover, the descriptive-correlational design aligns with the nature of the study, which aims to provide actionable insights rather than test causal hypotheses. Sources of Data Locale of the Study The locale of the study is North IV District, Caloocan City, a geographic and administrative unit located in Manila, Philippines. This area consists of several elementary schools under the supervision of the Department of Education (DepEd) and is notable for its implementation of the MATATAG Curriculum. The district comprises diverse learners, with students coming from various cultural, linguistic, and socioeconomic backgrounds. These characteristics make it an ideal setting for exploring how Grade 2 teachers implement instructional principles designed to support a wide range of learners effectively. The schools within Cluster II operate under the MATATAG Curriculum, which emphasizes inclusivity, innovation, integration, and ideation in teaching. Teachers in this district face the challenge of addressing the individual needs of students while adhering to DepEd’s standards for quality education. The diversity in learners’ profiles — including differences in academic abilities, cultural contexts, and access to resources — adds a layer of complexity to the teaching process. These factors make the locale a compelling context for studying the practical application of instructional principles aimed at equitable and effective education. Moreover, North IV District, Caloocan City is part of a rural area where educational resources and teacher training opportunities may differ significantly from urban settings. This unique context allows for an in-depth analysis of the challenges and successes encountered by teachers in implementing curriculum reforms tailored to the needs of diverse learners. By focusing on this locale, the study aims to generate insights that are not only relevant to the immediate community but also applicable to similar educational settings across the country. Population Sampling This study utilized cluster sampling to select respondents from the Grade 2 teachers in North IV District, Caloocan City. Cluster sampling involves dividing the population into distinct groups, or clusters, and randomly selecting some clusters for inclusion in the study. In this context, the clusters were the schools within North IV District, Caloocan City, where each school served as a distinct cluster. All Grade 2 teachers within the selected schools were included as respondents. This method is ideal for research that covers geographically dispersed populations, such as the schools in the district, as it reduces logistical challenges and resource constraints (Creswell & Creswell, 2021). The appropriateness of cluster sampling for this thesis lies in its efficiency and practicality. Given the broad scope of the study, which involves multiple schools in a rural district, cluster sampling minimized the time and cost required to conduct the research. Instead of individually selecting teachers from the entire district, grouping them by school streamlined the process while still ensuring a representative sample. Additionally, cluster sampling provided a practical way to capture the variability in teaching practices and challenges across different schools, aligning with the study's goal of exploring the implementation of instructional principles in diverse contexts (Fraenkel & Wallen, 2020). This method also ensured that the sample size was manageable while maintaining a high level of representation. By including all Grade 2 teachers from the selected clusters, the study gathered comprehensive data on the implementation of the MATATAG Curriculum in diverse school environments. Moreover, cluster sampling is particularly suitable for educational research, where populations are naturally grouped into clusters, such as schools or classrooms, making it both logical and effective (Lodico et al., 2019). Instrumentation and Data Collection A self-made questionnaire was utilized to gather data for this study, meticulously designed to align with the MATATAG Curriculum Shaping Paper to ensure relevance and alignment with the curriculum's instructional principles. The questionnaire aimed to capture the perceptions and practices of Grade 2 teachers in North IV District, Caloocan City concerning inclusivity, ideational approaches, integration, and innovation in their teaching strategies. A digital version of the questionnaire was administered using Google Forms, making it accessible and efficient for respondents to complete. The development process of the questionnaire began with a thorough review of the MATATAG Shaping Paper to ensure that each question directly reflected the instructional principles emphasized in the curriculum. The questionnaire comprised sections covering demographic profiles, the level of implementation of the instructional principles, and the challenges encountered. Care was taken to construct items that were clear, concise, and measurable, adhering to best practices in educational research (Creswell & Creswell, 2021). A 10-item validation tool was developed and utilized by three experts in education and curriculum development to validate the questionnaire. These experts evaluated the questionnaire based on its clarity, relevance, alignment with the study objectives, and appropriateness for the target respondents. This rigorous validation process ensured that the instrument met high standards of reliability and validity. Revisions were made based on the feedback provided, enhancing the questionnaire's overall quality and applicability. The use of Google Forms to administer the questionnaire offered several advantages. It allowed for seamless distribution of the instrument to teachers across North IV District, Caloocan City, overcoming geographic limitations and ensuring timely responses. Additionally, the digital format facilitated the collection and organization of data, reducing the risk of errors associated with manual data entry and enabling efficient analysis. Below shows the 5-Likert scale used in validating the research instrument. Numerical value Score Range Description 5 4.51 – 5.00 Very High (VH) 4 3.51 – 4.50 High (H) 3 2.51 – 3.50 Moderate (M) 2 1.51 – 2.50 Low (L) 1 1.00 – 1.50 Very low (VL) Result of research Instrument validation The table presents the results of the validation process for the research instrument, highlighting the mean ratings and corresponding descriptive equivalents for ten indicators evaluated by experts. These indicators assess the clarity, readability, comprehensiveness, and alignment of the questionnaire with the study's objectives. The first indicator, which examines the clarity of directions across all sections, received a mean rating of 4.7, categorized as "High." This reflects that the instructions provided in the instrument were well-articulated, enabling respondents to understand and navigate the questionnaire with ease. The clarity of individual items was also rated "High," with a mean score of 4.1, affirming that the statements within the instrument were effectively phrased. The readability of the items was rated as "Very High," with an exceptional mean of 4.9, signifying that the questions were straightforward and easily comprehensible. Similarly, the comprehensiveness of the instrument, evaluated through its coverage of all significant areas of the study, was also rated "Very High" with a mean score of 4.8. These findings underscore the instrument's capacity to address the research objectives comprehensively. The design aspects, such as the attractiveness of the layout and provision of adequate spacing, scored 4.4 and were rated as "High." The alignment of items with specific ideas and avoidance of duplication were both highly rated, with scores of 4.3 and 4.9, respectively. These results indicate that the instrument was thoughtfully structured to focus on distinct concepts whileeliminating redundancy. Furthermore, the objectivity of the items, essential to ensuring unbiased responses, was rated "High" with a mean score of 4.2. Notably, the systematic arrangement of items received a "Very High" rating with a mean score of 4.5, emphasizing that the sequence of questions followed a logical and desirable order. Similarly, the alignment of items with the study’s explicit and implicit objectives was rated "Very High," scoring a mean of 4.9. The overall mean score for the validation process was 4.57, falling under the "Very High" descriptive equivalent. This indicates that the expert validators deemed the research instrument highly effective, reliable, and aligned with the study's goals. These results affirm that the instrument is a robust tool for gathering accurate and relevant data, ensuring the study's validity and reliability. Result of research Instrument validation Indicators Mean Descriptive Equivalent 1. The directions are clear in all sections of the gathering instrument. 4.7 High 2. Each item is clearly stated. 4.1 High 3. Each item is readable, i.e., the items are easily read. 4.9 Very High 4. Each item is attractive; enough space is provided to avoid crowding among the items. 4.4 High 5. The data gathering instrument is comprehensive, i.e., covered all areas important to the study. 4.8 Very High 6. Each item is focused on a particular thought or idea. 4.3 High 7. The items are objective, i.e., the responses to be elicited are neither biased nor reactive. 4.2 High 8. The items are formulated per the study's explicit and implicit objectives. 4.9 Very High 9. The items are systematically arranged according to a desirable sequence. 4.5 Very High 10. The items do not overlap with each other; no duplication of items is observed. 4.9 Very High Overall mean 4.57 Very High Tools for Data Analysis To derive valuable insights and make significant discoveries, the data underwent a rigorous analysis employing appropriate statistical methods through IBM SPSS Statistics 20. This process ensured the precision of the results in accurately portraying the real situation and providing solutions to the research's addressed concerns. To answer sub-problem 1, the profile of the respondents, frequency counts, and percentages were used. To answer sub-problems 2, the perceived level of implementation of the instructional principles, the weighted mean was computed and described using a five-point Likert scale with a descriptive equivalent shown below: Score Median Score Range Descriptive Equivalents 5 4.51 – 5.00 Very Highly Implemented (VHI) 4 3.51 – 4.49 Highly Implemented (HI) 3 2.51 – 3.49 Implemented (I) 2 1.51 – 2.49 Slightly Implemented (Sl) 1 1.00 – 1.49 Not Implemented (NI) To answer sub-problem 4 and to test if there is a significant relationship between the perceived level of implementation of the instructional principles and the profile of the respondents, Pearson-R, Point Biserial, and Spearman-rho were utilized. To answer sub-problem number 5, the challenges encountered while implementing the instructional principles, the weighted mean was computed; Mean and Rank are described using a five-point Likert scale with a descriptive equivalent shown below: Score Median Score Range Descriptive Equivalents 5 4.51 – 5.00 Very Highly Serious (ES) 4 3.51 – 4.50 Very Serious (VS) 3 2.51 – 3.50 Serious (S) 2 1.51 – 2.50 Slightly Serious (SS) 1 1.00 – 1.50 Not Serious (NS) To answer sub-problem number 6, recommendations and a plan of action were proposed. Ethical Consideration Ethical considerations are fundamental in ensuring the rights and welfare of respondents and maintaining the integrity of the research process. They not only protect participants but also enhance the credibility and reliability of the study’s findings. Foremost among these considerations is informed consent, which was obtained from all participants. Before data collection began, each respondent was thoroughly informed about the study’s purpose, objectives, and scope. The explanation included clear details about their voluntary participation, the confidentiality of their responses, and their right to withdraw at any stage without repercussions. Participants were given a consent form to read, understand, and sign, formalizing their agreement to take part in the research. This step upheld their autonomy and right to make an informed decision. Confidentiality was another cornerstone of ethical practice in the study. All personal information and responses were handled with strict confidentiality. To ensure this, data were anonymized, and participants were assigned unique codes to separate identities from their responses. The use of secure online tools, such as Google Forms, ensured that access to the data was restricted solely to the researcher. Additionally, all digital files were stored in password-protected accounts, mitigating the risk of unauthorized access or breaches of privacy. The study also prioritized minimizing potential harm to respondents. The questionnaire was carefully crafted to avoid invasive or sensitive questions that might cause discomfort. Every item was objective, neutral, and directly aligned with the study’s goals, creating a non-judgmental environment where respondents could freely share their insights without feeling pressured. Transparency and honesty were integral throughout the research process. The researcher committed to accurate and unbiased reporting, ensuring no manipulation, fabrication, or omission of data. Furthermore, fairness was emphasized by giving all eligible Grade 2 teachers in the North IV District, Caloocan City an equal opportunity to participate. No participant was excluded based on irrelevant factors, reflecting the study’s commitment to inclusivity and equity. Finally, ethical clearance was secured from the relevant institutional review board or ethics committee before commencing the study. This step demonstrated adherence to recognized ethical standards and protocols, reinforcing the legitimacy and credibility of the research process. By embedding these ethical principles into the study’s design and execution, the research upheld its responsibility to both participants and the broader academic community. CHAPTER 3 RESULTS AND DISCUSSION This chapter presents the results of the study based on the gathered, analyzed, and interpreted data. The results are arranged according to the order of the problems stated in the previous chapter. Profile of the Respondents Table 1 presents the profile of respondents based on their age, providing insights into the demographic distribution of the Grade 2 teachers included in the study. Among the 19 respondents, the majority, accounting for 42.1% (8 individuals), fall within the age range of 36 to 45 years old. This is followed by 31.6% (6 individuals) in the 26 to 35 age group, and 26.3% (5 individuals) aged 46 to 55 years old. These findings indicate a relatively even distribution of ages across a significant portion of the teaching workforce in the cluster, with a slight concentration in the mid-career range. The predominance of mid-career teachers (36–45 years old) suggests that many respondents have accumulated considerable teaching experience, which may influence their implementation of instructional principles under the MATATAG Curriculum. This age group is often associated with teachers who have already established their professional routines while being open to adapting new strategies in response to curriculum reforms. Meanwhile, younger teachers in the 26–35 age group may bring fresh perspectives and openness to innovative teaching methods, which could enhance the integration of inclusive and ideational principles. On the other hand, teachers in the 46–55 age group, likely nearing the latter stages of their careers, may offer valuable institutional knowledge and practical insights but could face challenges adapting to rapidly evolving educational frameworks like MATATAG. This age diversity within the teaching population presents both opportunities and challenges in implementing instructional strategies. Mid-career teachers might act as anchors for consistent practice, while younger and older educators provide innovative approaches and seasoned expertise, respectively. The varying levels of experience and potential adaptability across age groups underscore the importance of targeted professional development programs. Training initiatives that address age-specific needs, such as technology integration for older teachers or classroom management strategies for younger ones, could optimize the implementation of the instructional principles aligned with the MATATAG framework. Understanding the demographic profile of teachers is essential for tailoring interventions to support diverse learners effectively. By recognizing the age-related dynamics among educators, school administrators, and policymakers can design more nuanced strategies to facilitate the MATATAG Curriculum's successful execution, ultimately fostering an inclusive and innovative educational environment for all learners. Table 1. Profile of the respondents in terms of Age Age Frequency Percent 26 to 35 years old 6 31.6 36 to 45 years old 8 42.1 46 to 55 years old 5 26.3 Total 19 100.0 Table 2 highlights the sex distribution of the Grade 2 teacher respondents within the North IV District, Caloocan City under the MATATAG Curriculum. Among the 19 respondents, a significant majority, accounting for 84.2% (16 individuals), are female, while 15.8% (3 individuals) are male. This distribution aligns with broader trends observed in the teaching profession, particularly in primary education, where female educators often outnumber their male counterparts. This gender imbalance may influence the implementation of instructional principles, as studies have shown that male and female teachers may approach teaching practices differently. Research indicates that female teachers often exhibit greater empathy and collaborative teaching strategies, which can be advantageous in fostering inclusive classroom environments. Conversely, male teachers may bring unique perspectives and methodologies that diversify the learning experience. The predominance of female educators in the respondent group suggests that the MATATAG Curriculum’s emphasis on inclusivity, ideational thinking, integrative approaches, and innovation might resonate strongly with collaborative and empathetic teaching styles. However, ensuring effective implementation requires targeted professional development that caters to the strengths and challenges faced by educators of all genders. In summary, understanding the demographic profile of teachers, including their gender distribution, provides valuable context for tailoring training programs and support systems to enhance the delivery of instructional principles. This approach ensures that diverse learners in the Bolinao District receive equitable and effective education, as envisioned by the MATATAG Curriculum. Table 2. Profile of the respondents in terms of Sex Sex Frequency Percent Male 3 15.8 Female 16 84.2 Total 19 100.0 Table 3 highlights the marital status of the Grade 2 teacher respondents in North IV District, Caloocan City under the MATATAG Curriculum. Of the 19 respondents, the majority, 68.4% (13 individuals), are married, while 26.3% (5 individuals) are single, and a smaller proportion, 5.3% (1 individual), is widowed. The predominance of married teachers may influence the implementation of instructional principles in various ways. Studies suggest that married educators often report a greater sense of stability and support, which could contribute to their perceived effectiveness in implementing inclusive and innovative teaching strategies. For instance, Gheyssens et al. (2020) found that teachers with a robust support network, often attributed to marital stability, are better equipped to manage classroom dynamics and implement differentiated instruction effectively. However, the challenges of balancing family responsibilities with professional demands may also impact their time and energy for curriculum planning and professional development. On the other hand, single teachers, who represent over a quarter of the respondents, may have fewer external obligations, potentially allowing them to dedicate more time to professional growth and innovation in teaching practices. Nonetheless, they may lack the informal support networks often associated with married counterparts, which can sometimes influence resilience in facing classroom challenges. The presence of a widowed respondent underscores the diversity of teacher backgrounds and life experiences, emphasizing the need for tailored professional development opportunities that account for varying personal circumstances. These differences in civil status highlight the importance of providing flexible and supportive training programs that empower all educators, regardless of their marital status, to implement the instructional principles of the MATATAG Curriculum effectively. .Table 3. Profile of the respondents in terms of Marital Status Civil Status Frequency Percent Single 5 26.3 Married 13 68.4 Widow/er 1 5.3 Total 19 100.0 Table 4 presents the profile of the respondents in terms of their length of service, offering insight into their teaching experience. Among the 19 Grade 2 teachers surveyed, the majority have considerable teaching experience, with 36.8% (7 respondents) having served between 9 to 14 years. This indicates a substantial group of mid-career educators who are likely well-versed in traditional and contemporary teaching practices, potentially benefiting their ability to implement the instructional principles under the MATATAG Curriculum. Additionally, 26.3% (5 respondents) have been teaching for 15 years or more, contributing seasoned perspectives and practices to the classroom. Interestingly, 21.1% (4 respondents) are relatively new to teaching, with 3 years of service or less, while 15.8% (3 respondents) have 4 to 8 years of experience. These early-career teachers bring fresh training and enthusiasm but may lack the extensive practical knowledge that comes with prolonged experience. The diversity in the length of service among the respondents highlights a blend of traditional expertise and modern approaches, which can contribute to dynamic teaching methods for diverse learners. The variation in teaching experience underscores potential challenges and opportunities in implementing the MATATAG Curriculum. Seasoned teachers may need targeted professional development to align long-standing practices with innovative instructional strategies. Conversely, newer teachers, although more familiar with recent pedagogical trends, may require additional support to refine classroom management skills and apply the curriculum's principles effectively. The diversity in experience levels calls for tailored training programs to ensure that all teachers, regardless of their tenure, can successfully support diverse learners and promote inclusive, ideational, integrative, and innovative teaching practices. Table 4. Profile of the respondents in terms of Length of Service Length of Service Frequency Percent 11.1 3 years and below 4 21.1 4 to 8 years 3 15.8 9 to 14 years 7 36.8 15 years and above 5 26.3 Total 19 100.0 Table 5 presents data on the relevant training undergone by the respondents, highlighting the levels at which professional development opportunities were accessed. Out of 385 recorded training sessions, the majority of the respondents (50.13%, or 193 sessions) participated in training conducted at the district or school level. This suggests that localized training initiatives are the primary source of professional growth for these teachers, offering accessible opportunities to enhance their teaching competencies. A significant portion of the respondents (31.95%, or 123 sessions) attended division-level training, which likely provides broader insights and resources compared to district or school-based sessions. Regional-level training accounted for 12.63% (49 sessions), indicating moderate engagement in programs that expand beyond local contexts to incorporate regional educational priorities and strategies. Only 5.19% (20 sessions) of the respondents participated in training at the international or national level, which typically offers exposure to global teaching trends and advanced practices. The data underscores a potential gap in access to higher-level training opportunities, which could enrich teachers' perspectives and equip them with diverse instructional strategies to support the implementation of the MATATAG Curriculum. The emphasis on district and school-level training suggests a need for more robust frameworks to facilitate participation in division, regional, and international/national programs. By addressing this gap, educators can be better prepared to implement inclusive, ideational, integrative, and innovative principles, fostering more effective teaching practices for diverse learners. Table 5. Profile of the respondents in terms of Relevant Training Relevant Training Frequency Percent International/National 20 5.19 Regional 49 12.63 Division 123 31.95 District/School 193 50.13 Total 385 100.0 Implementation of Instructional Principles to Support Diverse Learners Table 6 highlights the implementation of instructional principles related to inclusivity by Grade 2 teachers under the MATATAG Curriculum in the North IV District, Caloocan City. With an average weighted mean of 4.36, all indicators were rated as "Highly Implemented," reflecting a strong adherence to inclusive teaching practices. Among the specific indicators, "Providing additional support and resources for students who need them" received the highest weighted mean of 4.47, emphasizing the teachers' commitment to accommodating diverse learners' needs. Similarly, ensuring accessible learning materials, fostering a respectful classroom environment, and adapting teaching methods to cater to varied learning styles and abilities were also scored above 4.2, signifying a consistent focus on inclusivity across different dimensions. These findings underscore the importance of inclusive practices in modern classrooms, where diversity is increasingly prevalent. The implementation of these principles aligns with the MATATAG Curriculum's emphasis on inclusive education, ensuring equitable learning opportunities for students of varying abilities, backgrounds, and needs. While these results are encouraging, they also point to the ongoing need for resources, professional development, and systemic support to sustain and enhance these practices. By addressing these needs, educators can continue to refine their approaches, fostering an environment where all students can thrive academically and socially. Table 6. Implementation of Instructional Principles to Support Diverse Learners by Grade 2 Teachers in Terms of Inclusive Indicators Weighted Mean Descriptive Equivalent 1. Ensure all learning materials are accessible to students with diverse needs. 4.42 Highly Implemented 2. Promote a classroom environment where every student feels valued and respected. 4.21 Highly Implemented 3. Adapt teaching methods to cater to different learning styles and abilities. 4.32 Highly Implemented 4. Encourage participation from all students, regardless of their background. 4.37 Highly Implemented 5. Provide additional support and resources for students who need them. 4.47 Highly Implemented Average Mean 4.36 Highly Implemented Table 7 highlights the implementation of ideational instructional principles by Grade 2 teachers in the North IV District, Caloocan City under the MATATAG Curriculum. With an average weighted mean of 4.37, all indicators were rated as "Highly Implemented," showcasing the teachers' dedication to fostering creativity and critical thinking in the classroom. Among the specific indicators, "Inspire students to think creatively and critically about the subject matter" received the highest weighted mean of 4.47, reflecting teachers' emphasis on encouraging original thought and problem-solving skills. Similarly, facilitating discussions for student expression (4.42) and encouraging exploration of concepts and theories (4.37) further illustrate a proactive approach to ideational learning. Real-world application was also emphasized, with teachers integrating practical examples (4.31) and supporting student-led projects (4.26), ensuring that abstract concepts are relatable and actionable. These practices align with the MATATAG Curriculum's focus on holistic education, equipping learners with skills essential for lifelong learning and meaningful participation in society. Overall, the findings reflect a consistent implementation of ideational principles, contributing to a dynamic and engaging learning environment. However, these practices could be further enhanced with additional professional development and resources, addressing challenges such as time constraints and limited access to innovative teaching tools. Table 7. Implementation of Instructional Principles to Support Diverse Learners by Grade 2 Teachers in Terms of Ideational Indicators Weighted Mean Descriptive Equivalent 1. Inspire students to think creatively and critically about the subject matter. 4.47 Highly Implemented 2. Facilitate discussions that allow students to express their ideas and opinions. 4.42 Highly Implemented 3. Encourage students to explore and develop their concepts and theories. 4.37 Highly Implemented 4. Integrate real-world examples to help students connect ideas to practical applications. 4.31 Highly Implemented 5. Support students in developing their projects and presentations. 4.26 Highly Implemented Average Mean 4.37 Highly Implemented Table 8 presents the extent of implementation of integrative instructional principles by Grade 2 teachers in the North IV District, Caloocan City under the MATATAG Curriculum. The data reveal a consistently high level of implementation, with an average weighted mean of 4.32. Among the specific indicators, the principle of promoting the application of knowledge in various contexts and situations achieved the highest rating (4.47), reflecting teachers' commitment to contextualized and practical learning experiences. Similarly, encouraging interdisciplinary projects and integrating technology and multimedia resources both scored 4.37, underscoring the educators' efforts to facilitate collaboration and enhance learning through modern tools. The principles of combining subject areas for holistic learning (4.21) and linking new information to student's prior knowledge (4.16) were also highly implemented, highlighting a focus on building connections across disciplines and personalizing learning. These results illustrate that teachers in the Bolinao District strive to create integrative and meaningful educational experiences despite potential challenges such as limited resources or time constraints. Integrative teaching supports a deeper understanding of subjects by connecting learning to real-life applications and fostering interdisciplinary approaches. These practices align with the MATATAG Curriculum's goal of holistic and inclusive education. To further enhance implementation, teachers may benefit from increased access to resources, professional development, and structured opportunities for collaboration. This would ensure sustained and expanded application of integrative principles, better addressing the diverse needs of learners. Table 8. Implementation of Instructional Principles to Support Diverse Learners by Grade 2 Teachers in Terms of Integrative Indicators Weighted Mean Descriptive Equivalent 1. Combine different subject areas to create a more holistic learning experience. 4.21 Highly Implemented 2. Link new information to students’ prior knowledge and experiences. 4.16 Highly Implemented 3. Encourage interdisciplinary projects that require collaboration across different fields. 4.37 Highly Implemented 4. Integrate technology and multimedia resources to enhance learning. 4.37 Highly Implemented 5. Promote the application of knowledge in various contexts and situations. 4.47 Highly Implemented Average Mean 4.32 Highly Implemented Table 9 highlights the extent to which Grade 2 teachers in the North IV District, Caloocan City implement instructional principles to support diverse learners, focusing specifically on innovation. The data reveals a high level of implementation, with an overall weighted mean of 4.33. Among the specific indicators, the principles of encouraging students to experiment with problem-solving approaches and fostering continuous improvement and innovation in the classroom received the highest ratings, each scoring 4.42. These findings suggest that teachers are effectively creating an environment that encourages creativity, adaptability, and the exploration of new teaching methodologies. Other indicators, such as the implementation of new teaching strategies and tools (4.37) and the support for interactive, technology-enhanced lessons (4.26), underscore the teachers' commitment to integrating modern tools into their practice. While the exploration of innovative assessment methods received the lowest rating (4.16), it still falls within the "highly implemented" range, demonstrating a consistent effort to adapt evaluation strategies to meet diverse learning needs. This strong emphasis on innovation aligns with the MATATAG Curriculum's goal of fostering holistic, adaptable, and student-centered learning experiences. However, the findings also highlight the need for sustained support in areas such as professional development and resource allocation to ensure the effective and consistent application of these principles. By addressing these needs, educators can enhance their capacity to deliver engaging and innovative instruction that meets the diverse needs of their learners. Table 9. Implementation of Instructional Principles to Support Diverse Learners by Grade 2 Teachers in Terms of Innovation Indicators Weighted Mean Descriptive Equivalent 1. Implement new teaching strategies and tools to enhance learning. 4.37 Highly Implemented 2. Encourage students to experiment with different approaches to problem-solving. 4.42 Highly Implemented 3. Support the use of technology to create interactive and engaging lessons. 4.26 Highly Implemented 4. Foster a culture of continuous improvement and innovation in the classroom. 4.42 Highly Implemented 5. Explore new ways to assess and evaluate student learning. 4.16 Highly Implemented Average Mean 4.33 Highly Implemented Relationship between the Implementation of Instructional Principles to Support Diverse Learners between the Profile Variable of Grade 2 Teachers Table 10 illustrates the relationship between the demographic profiles of Grade 2 teachers in the North IV District, Caloocan City and the implementation of instructional principles to support diverse learners under the MATATAG Curriculum. The table presents the correlation between various profile variables—age, sex, marital status, length of service, and relevant training—and the four instructional principles: Inclusive, Ideational, Integrative, and Innovative. The findings suggest that most demographic factors do not have a strong influence on the implementation of instructional principles. Specifically, age, length of service, and relevant training showed weak or statistically insignificant correlations across all the instructional principles. This implies that these factors alone do not significantly affect how teachers implement the principles in their classrooms. For instance, age had very low correlation values with the principles (ranging from -0.148 to 0.108, all non-significant). At the same time, the length of service did not appear to affect the teachers' use of instructional strategies either. In contrast, marital status demonstrated a more notable impact. Statistically significant positive correlations were observed with the Integrative (r = 0.568, p = 0.011) and overall Instructional Principle (r = 0.466, p = 0.044). This suggests that married teachers might be more likely to implement integrative and holistic instructional strategies, possibly due to greater life experiences or support networks. These results are consistent with studies such as Gheyssens et al. (2020), which found that marital status could influence the perception of teaching effectiveness, possibly through enhanced personal and social support structures. Sex also showed moderate correlations with the Ideational and Innovation principles (r = 0.436 and r = 0.436, respectively), though these were not statistically significant. These findings hint at potential differences between male and female teachers in implementing creative and innovative teaching methods, a point that warrants further investigation. Relevant training, despite showing some positive correlations, did not reach significance in its relationship with any of the instructional principles. This aligns with the findings of Dixon et al. (2021), who suggested that while teachers recognize the importance of training for differentiated instruction, a lack of comprehensive and ongoing professional development remains a barrier to effective practice. Overall, these results indicate that the implementation of instructional principles in the MATATAG Curriculum may be influenced by personal factors like marital status and, to a lesser degree, sex. However, demographic factors such as age, service length, and training appear to have a limited impact on the teachers' ability to implement these principles effectively. This suggests that further attention may need to be directed at systemic factors, such as professional development, institutional support, and resources, to enhance the effectiveness of these instructional strategies in the classroom. Table 10. Test of Relationship between the Implementation of Instructional Principles to Support Diverse Learners between the Profile Variable of Grade 2 Teachers Profile Inclusive Ideational Integrative Innovation Instructional Principle Agea r Sig. 0.108 0.660 -0.066 0.787 -0.085 0.731 -0.043 0.862 -0.148 0.547 Sexb r Sig. 0.355 0.136 0.436 0.062 0.312 0.193 0.436 0.062 0.308 0.200 Marital Statusc r Sig. 0.197 0.419 0.351 0.140 0.568* 0.011 0.389 0.100 0.466* 0.044 Length of Servicea r Sig. 0.145 0.553 0.031 0.898 -0.123 0.615 -0.084 0.733 -0.263 0.277 Relevant Traininga r Sig. 0.343 0.150 0.236 0.330 0.066 0.790 0.172 0.482 0.127 0.604 *Significant at 0.05 aPearson-r; bPoint Biserial Correlation; cSpearman – Rho Challenges Encountered by Grade 2 Teachers in the Implementation of Instructional Principles to Support Diverse Learners Table 11 outlines the challenges faced by Grade 2 teachers in the implementation of instructional principles to support diverse learners under the MATATAG Curriculum. The table lists ten key indicators, each accompanied by a weighted mean and rank, highlighting the most significant obstacles encountered in diverse classrooms. Among the top challenges, the adaptation of teaching materials to meet diverse learning needs, integration of technology, maintaining student engagement, and balancing curriculum requirements with flexible teaching methods all share the same weighted mean of 4.21, placing them at rank 1 to 4. These challenges suggest that teachers struggle to provide an individualized approach in an increasingly diverse classroom while also managing technological demands and ensuring active student participation. The high rank of these issues reflects the complexity of balancing these factors in an inclusive teaching environment. Further, other issues, such as addressing varying levels of student readiness, securing sufficient resources, and ensuring consistent application of inclusive practices, all received a weighted mean of 4.16, placing them at rank 5 to 7. These challenges emphasize the teachers' need for resources and support to effectively cater to students with diverse learning needs, which aligns with previous findings indicating that inadequate resources and teacher preparation are significant barriers to successful inclusive practices (Gibbs & McKay, 2021; Griful-Freixenet et al., 2020). Ensuring that inclusive practices are applied consistently across classrooms is a critical concern, as inconsistency in practice can undermine the effectiveness of the instructional principles. Additionally, challenges like providing adequate teacher training and overcoming resistance to change, with weighted means of 4.10 and 4.05, respectively, point to the systemic issues in professional development and institutional support. Teachers report feeling unprepared for the demands of inclusive teaching and are hindered by resistance to adopting new methods (Dixon et al., 2021). The lack of sustained training and insufficient professional development in differentiated instruction are recurring themes in educational literature (Suryati et al., 2023). In conclusion, the challenges identified in Table 11 reflect the multifaceted nature of teaching diverse learners under the MATATAG Curriculum. Teachers are confronted not only with the need to address the individual needs of their students but also with structural and resource-related obstacles. These findings suggest that addressing these challenges requires a comprehensive approach that includes enhanced professional development, better resource allocation, and greater institutional support to ensure the successful implementation of instructional principles for diverse learners. Table 11. Challenges Encountered by Grade 2 Teachers in the Implementation of Instructional Principles to Support Diverse Learners INDICATORS Weighted Mean Rank 1. 4. Adapt teaching materials to meet diverse learning needs. 4.21 2.5 2. 5. Integrate technology effectively without overwhelming students or teachers. 4.21 2.5 3. Maintain student engagement in a diverse classroom setting. 4.21 2.5 4. Balance curriculum requirements with the need for flexibility in teaching methods. 4.21 2.5 5. Address varying levels of student readiness and prior knowledge. 4.16 6 6. Secure sufficient resources and funding to support diverse learners. 4.16 6 7. Ensure consistent application of inclusive practices across all classrooms. 4.16 6 8. Provide adequate training and support for teachers. 4.10 8 9. Overcome resistance to change from educators and students. 4.05 9.5 10. Evaluate the effectiveness of new instructional strategies. 4.05 9.5 CHAPTER 4 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS This chapter presents the summary, conclusions, and recommendations based on the gathered, analyzed, and interpreted results. Summary The primary objective of this research is to evaluate the extent to which Grade 2 teachers in North IV District, Caloocan City implement the instructional principles—inclusive, ideational, integrative, and innovative—to support diverse learners under the MATATAG Curriculum. The study aims to identify challenges and propose strategies for enhancing inclusive teaching practices. Set at 0.05 alpha level; the study assumes a null hypothesis that there is no significant relationship between the level of implementation of instructional principles and selected variables of teacher demographics. The study employs a descriptive-correlational research design to examine the current practices of teachers and their relationship with the perceived challenges and support systems in implementing the instructional principles. A cluster sampling technique was used, targeting Grade 2 teachers in North IV District, Caloocan City. This method ensures that participants are directly involved in implementing the MATATAG Curriculum and are well-positioned to provide relevant data. The primary data-gathering tool was a structured questionnaire designed to measure the level of implementation of instructional principles aligned with the MATATAG shaping paper and the challenges encountered. The questionnaire was divided into sections addressing the four instructional principles and related factors. It is also administered through Google Forms. The study utilized statistical tools such as weighted mean to determine the extent of implementation and ranking of challenges and correlation analysis to examine the relationships between the variables. This approach provided a comprehensive analysis of the data to support the study's objectives. The analysis of gathered data revealed the following results: Profile of the Learners In terms of age, the respondents primarily belong to the middle age groups, with the largest proportion (42.1%) aged 36 to 45 years old, followed by 31.6% aged 26 to 35 years, and 26.3% aged 46 to 55 years. This indicates a workforce with a mix of experienced and mid-career educators. Regarding sex, the teaching workforce is predominantly female, comprising 84.2% of the respondents, while only 15.8% are male. This highlights the gender disparity typically observed in the teaching profession, particularly at the elementary level. The marital status profile reveals that a majority (68.4%) of the respondents are married, while 26.3% are single, and a small percentage (5.3%) are widowed. This suggests that most of the teachers have familial responsibilities alongside their professional roles. In terms of length of service, the respondents have varied levels of experience. A significant portion (36.8%) has served for 9 to 14 years, while 26.3% have been teaching for over 15 years. Meanwhile, 21.1% are relatively new to the profession, with 3 years or less of service, and 15.8% have 4 to 8 years of experience. Finally, in the category of relevant training, the majority of training opportunities were conducted at the district or school level (50.13%), followed by division-level training at 31.95%. Regional training accounted for 12.63%, and a smaller percentage (5.19%) participated in international or national training. This indicates a greater focus on localized professional development opportunities, with fewer teachers accessing broader, high-level training platforms. Implementation of Instructional Principles to Support Diverse Learners The findings of the study reveal that the implementation of instructional principles to support diverse learners by Grade 2 teachers in the North IV District, Caloocan City is consistently evaluated as "Highly Implemented" across four key dimensions: Inclusive, Ideational, Integrative, and Innovation. These results indicate the teachers' strong commitment to employing strategies that address the varying needs of learners under the MATATAG Curriculum. In terms of Inclusive practices, the teachers excel in ensuring that learning materials are accessible and that teaching methods are adapted to cater to diverse learning styles. Indicators such as providing additional support for students and fostering an inclusive classroom environment scored highly, with an overall mean of 4.36. For Ideational principles, the study highlights teachers' effectiveness in inspiring creative and critical thinking, facilitating meaningful discussions, and helping students connect ideas to real-world contexts. The average mean score of 4.37 reinforces the consistent application of these strategies in their teaching. The implementation of Integrative practices also received high ratings, with an overall mean of 4.32. Teachers effectively integrate various subject areas, connect lessons to students' prior knowledge, and use technology and multimedia resources to enhance the learning experience. Lastly, the dimension of Innovation recorded an average mean of 4.33. Teachers demonstrated the use of modern teaching strategies and tools, encouraged experimental approaches to problem-solving, and supported the incorporation of technology for more engaging lessons. These practices illustrate a culture of continuous improvement and forward-thinking in the classroom. Relationship between the Implementation of Instructional Principles to Support Diverse Learners between the Profile Variable of Grade 2 Teachers Statistical tests were applied to assess the connections between the four dimensions of instructional principles (Inclusive, Ideational, Integrative, and Innovation) and five profile variables (Age, Sex, Marital Status, Length of Service, and Relevant Training). Age showed no significant correlation with any dimension of the instructional principles, as evidenced by high p-values across all categories, suggesting that age does not influence how these principles are implemented. Sex indicated a notable trend, particularly in the Ideational and Innovation dimensions, with moderately high correlations (r = 0.436) nearing significance (p = 0.062). While not statistically conclusive, this suggests potential differences in implementation based on gender. Marital Status showed significant correlations with Integrative principles (r = 0.568, p = 0.011) and overall instructional principles (r = 0.466, p = 0.044). This implies that marital status may influence a teacher’s ability to integrate diverse elements into their teaching and apply instructional principles effectively. The length of Service did not significantly correlate with any instructional dimension. This indicates that years of teaching experience in this context do not significantly impact the application of these principles. Relevant Training similarly showed no significant relationship with the dimensions of instructional principles. Despite training being a cornerstone of professional development, the findings suggest that it does not directly affect the level of implementation in this study. Challenges Encountered by Grade 2 Teachers in the Implementation of Instructional Principles to Support Diverse Learners The findings highlight several difficulties ranked according to their weighted mean scores, which range from 4.05 to 4.21, indicating that all challenges are perceived as significant. The most pressing issues ranked equally, include adapting teaching materials to meet diverse needs, effectively integrating technology, maintaining student engagement, and balancing curriculum requirements with flexibility in teaching methods, all with a weighted mean of 4.21. These challenges underscore the complex task of accommodating varying student needs while adhering to curriculum standards and leveraging modern tools. Other notable challenges include addressing students' differing levels of readiness and securing resources and funding, both with a weighted mean of 4.16. Ensuring consistent inclusive practices across classrooms also ranked at this level, indicating that standardization remains a hurdle. Providing adequate training and support for teachers was slightly less challenging, with a mean score of 4.10, yet it remains a critical area for improvement. The lowest-ranking challenges, both with a mean of 4.05, involve overcoming resistance to change and evaluating the effectiveness of new instructional strategies. These findings suggest that while teachers are largely committed to implementing diverse teaching principles, systemic and logistical barriers persist, requiring targeted interventions and support. Conclusions From the presented results, the following conclusions are drawn: 1. Grade 2 teachers in North IV District, Caloocan City are predominantly middle-aged, female, and married. They possess varying lengths of service, with the majority having 9 to 14 years of experience, and most have undergone district- or division-level training. However, access to international or national-level training remains limited. 2. Teachers have consistently and effectively implemented inclusive, ideational, integrative, and innovative instructional principles, with all dimensions rated as "Highly Implemented." This reflects their commitment to addressing the diverse needs of learners under the MATATAG curriculum. 3. While most demographic factors, such as age, length of service, and training, do not significantly affect the application of instructional principles, marital status shows a significant relationship with integrative principles and overall instructional implementation. 4. Teachers face significant challenges, such as adapting teaching materials, integrating technology effectively, maintaining student engagement, and balancing curriculum requirements with flexibility. These issues indicate the complexity of managing a diverse classroom environment while meeting academic standards. 5. Limited resources and funding, as well as insufficient teacher training and support, hinder the consistent application of inclusive practices and innovation in classrooms. Addressing these constraints is essential for improved instructional delivery. 6. Resistance to change from educators and students, along with the difficulty in evaluating the effectiveness of new strategies, were noted as less pressing but still relevant challenges that need attention to foster continuous improvement. Recommendations Based on the results of the study, the following recommendations are hereby presented: 1. Provide access to more regional, national, and international training programs to expose teachers to advanced instructional techniques and broaden their professional knowledge base. 2. Allocate sufficient resources, including teaching materials, technological tools, and funding, to support the diverse needs of learners and ease the burden on teachers. 3. Conduct targeted workshops focusing on adapting teaching methods and materials to accommodate students with varying readiness levels and learning styles, ensuring inclusivity. 4. Develop strategies for effectively integrating technology into the classroom without overwhelming teachers or students. This can include user-friendly tools and ongoing technical support. 5. Organize change management sessions for teachers and students to foster openness to innovative teaching approaches and overcome reluctance to adopt new methods. 6. Implement regular evaluations of instructional strategies to assess their effectiveness and provide actionable feedback to teachers. This can help refine approaches and ensure alignment with curriculum goals. REFERENCES Ainscow, M. (2020). Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1). Doi: 10.1080/20020317.2020.1729587 Alsaeed, H. (2022). The Role of Public Education Schools in Developing Social Responsibility in the Light of Contemporary Global Trends. Creative Education, 13, 2754-2780. Doi: 10.4236/ce.2022.139174. Amzaleg, M., & Masry-Herzallah, A. (2021). Cultural dimensions and skills in the 21st century: The Israeli education system as a case study. Pedagogy, Culture and Society, 1–21. Doi: 10.1080/14681366.2021.1873170 Barber, J. P. (2020). Facilitating the integration of learning: Five research-based practices to help college students connect learning across disciplines and lived experience. Stylus. Doi: 10.4324/9781003444770 Blanchet, M. (2024). Supporting Teachers in Implementing Professional Learning. Edutopia. Retrieved from https://www.edutopia.org/article/supporting-teachers-implementing-professional-learning/ Budwig, N. & Alexander, A. J. (2020). A Transdisciplinary Approach to Student Learning and Development in University Settings. Frontiers in Psychology, 11. Doi: 10.3389/fpsyg.2020.576250 Coubergs, C., et al. (2020). Differentiated instruction in inclusive classrooms. SpringerLink. Retrieved from https://link.springer.com/chapter/10.1007/978-3-031-31678-4 DepEd. (2023). General Shaping Paper. Republic of the Philippines. Department of Education. BUREAU OF CURRICULUM DEVELOPMENT. Retrieved from https://www.deped.gov.ph/wp-content/uploads/GENERAL-SHAPING-PAPER-2023.pdf Deunk, M. I., Smale-Jacobse, A. E., de Boer, H. Dooland, S., & Bosker, R. J. (2019). Effective differentiation practices: A systematic review and meta-analysis of cognitive effects in primary education. Educational Research Review, 24, 31-54. Doi: 10.1016/j.edurev.2018.02.002 Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2021). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37, 111–127. Doi: 10.1177/0162353214529042 Ewe, L. P. & Galvin, T. (2023). Universal Design for Learning across Formal School Structures in Europe—A Systematic Review. Education Sciences, 13(9). Doi: 10.3390/educsci13090867 Gheyssens, E., Griful-Freixenet, J., Struyven, K. (2023). Differentiated Instruction as an Approach to Establish Effective Teaching in Inclusive Classrooms. In: Maulana, R., Helms-Lorenz, M., Klassen, R.M. (eds) Effective Teaching Around the World. Springer, Cham. Doi: 10.1007/978-3-031-31678-4_30 Gibbs, K., & McKay, L. (2021). Differentiated teaching practices of Australian mainstream classroom teachers: A systematic review and thematic analysis. International Journal of Educational Research, 109, 101799. Doi: 10.1016/j.ijer.2021.101799 Griful-Freixenet, J., Struyven, K., Vantieghem, W., & Gheyssens, E. (2020). Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review. Educational Research Review, 29, 100306. Doi: 10.1016/j.edurev.2019.100306 Hayati, A., Mistima, M., & Mahmud, M. S.. (2022). Factors influencing teachers’ creative teaching: A systematic review. Cypriot Journal of Educational Sciences. 17. 250-264. Doi: 10.18844/cjes.v17i1.6696. ILoveDepEd. (2023). The Four Instructional Principles of the Matatag Curriculum. Retrieved from https://www.ilovedeped.net/2024/05/the-four-instructional-principles-of.html#:~:text=It%20is%20designed%20to%20foster%20holistic%20development%20in%20young%20Filipino Kindelan, N. (2022). Enhancing Learning Through Integrative Education: On the Road. In: STEM, Theatre Arts, and Interdisciplinary Integrative Learning. The Arts in Higher Education. Palgrave Macmillan, Cham. Doi: 10.1007/978-3-031-08907-7_4 Mahmoud Alali, R. (2020). ‎Developing a Scale for Creative Teaching Practices of Faculty Members at King Faisal ‎University‎. Universal Journal of Educational Research, 8(5), 2129 - 2142. Doi: 10.13189/ujer.2020.080552. Mijares, A. D., Carter, E., Froy, C. A., & Molina, E. (2023). Measuring inclusive teaching practices that support learning for all. World Bank Blogs. Retrieved from https://blogs.worldbank.org/en/education/measuring-inclusive-teaching-practices-support-learning-all NemerAitski, S., & Heinla, E. (2020). Teachers’ creative self-efficacy, self-esteem, and creative teaching in estonia: A framework for understanding teachers’ creativity-supportive behaviour. Creativity, 7(1), 183–207. Doi: 10.2478/ctra-2020-0011 Olayvar, S. R. (2022). Effects of Teachers' Demographic Characteristics and Self-Perceived Competencies on Their Self-Efficacy in Implementing Inclusive Education. International Journal of Instruction, 15(4). Retrieved from https://www.e-iji.net/dosyalar/iji_2022_4_21.pdf Rasmitadila, R., Yahya, W., Prasetyo, T., & Putri, A. (2022). CHALLENGES IN THE IMPLEMENTATION OF INSTRUCTIONAL STRATEGY MODEL BASED ON THE BRAIN NATURAL LEARNING SYSTEMS FOR INCLUSIVE CLASSROOM. PUPIL: International Journal of Teaching, Education and Learning. 5. 112-128. Doi: 10.20319/pijtel.2022.53.112128. Saunders, L. & Wong, M. A. (2020). Learning Theories: Understanding How People Learn. Illinois. Retrieved from https://iopn.library.illinois.edu/pressbooks/instructioninlibraries/chapter/learning-theories-understanding-how-people-learn/ Selznick, B.S., Dahl, L.S., Youngerman, E., & Mayhew, M. J. (2022). Equitably Linking Integrative Learning and Students’ Innovation Capacities. Innov High Educ 47, 1–21. Doi: 10.1007/s10755-021-09570-w Suryati, I., Ratih, K., & Maryadi, M. (2023). Teachers' Challenges in Implementing Differentiated Instruction in Teaching English at Junior High School. Eduvest - Journal of Universal Studies. 3. 1693-1708. Doi: 10.59188/eduvest.v3i9.871. Teaching Principles. (2022). Eberly Center - Carnegie Mellon University. Retrieved from https://www.cmu.edu/teaching/principles/teaching.html UNESCO. (2020). Inclusive teaching: preparing all teachers to teach all students. Global Education Monitoring Report. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000374447 Wang, G., Zhang, D., Kang, Y., Zhang, N., Shen, J., & Li, F. (2022). The Influence of Demographic Factors on the Ability to Research and Innovate among Primary and Secondary School Teachers. Universal Journal of Educational Research. 10. 553-569. Doi: 10.13189/ujer.2022.101002. APPENDIX A REQUEST LETTER FOR PERMISSION TO CONDUCT STUDY CECILLE G. CARANDANG, CESO V Schools Division Superintendent Schools Division Office Caloocan City Caloocan City Sir/ Madam: Greetings from our Almighty Father! The undersigned is presently conducting research entitled “Implementation of the Instructional Principles to Support Diverse Learner” is the requirements for Master of Education Major in School Administration. In line with this, may I request your good office to allow me to administer questionnaire in your school to take part of the study. Thank you for your generous assistance and support in this endeavor. Very truly yours, JOENALYN O. LUMAGBAS Researcher Noted: CHRISTOPHER A. DE VERA, EdD Adviser APPENDIX B LETTER TO RESPONDENTS Republic of the Philippines LYCEUM NORTHWESTERN UNIVERSITY Institute of Graduate and Professional Studies Dagupan City, Philippines Sir/Madam: Greetings! The undersigned Is presently conducting research entitled “Implementation of the Instructional Principles to Support Diverse Learner” in the requirements for Master of Education Major in School Administration. In line with this, may I request your full participation to take part in this study as a chosen. Rest assured that the data will be kept confidential and will be used solely for this study. Thank you and God bless! Very truly yours, JOENALYN O. LUMAGBAS Researcher APPENDIX C QUESTIONNAIRE Implementation of the Instructional Principles to Support Diverse Learners Part I. Profile of the Respondents Name (Optional): _________________________ _____ Age: Sex: _____ Male _____ Female Marital Status _____ Single _____ Married _____ Widow/er Length of Service _____ 3 years and below _____ 4 to 8 years _____ 9 to 14 years _____ 15 years and above Number of Relevant Training and Seminars _____ National _____ Regional _____ Division _____ District / School Part II. Implementation of Instructional Principles to Support Diverse Learners Direction: Rate the perceived level of implementation of instructional principles to support diverse learners. Be guided by the legend below. Score Descriptive Equivalents 5 Very Highly Implemented (VHI) 4 Highly Implemented (HI) 3 Implemented (I) 2 Slightly Implemented (SI) 1 Not Implemented (NI) INDICATORS 5 4 3 2 1 Inclusive VHI HI I SI NI Ensure all learning materials are accessible to students with diverse needs. Promote a classroom environment where every student feels valued and respected. Adapt teaching methods to cater to different learning styles and abilities. Encourage participation from all students, regardless of their background. Provide additional support and resources for students who need them. Ideational Inspire students to think creatively and critically about the subject matter. Facilitate discussions that allow students to express their ideas and opinions. Encourage students to explore and develop their own concepts and theories. Integrate real-world examples to help students connect ideas to practical applications. Support students in developing their own projects and presentations. Integrative Combine different subject areas to create a more holistic learning experience. Link new information to students’ prior knowledge and experiences. Encourage interdisciplinary projects that require collaboration across different fields. Integrate technology and multimedia resources to enhance learning. Promote the application of knowledge in various contexts and situations. Innovative Implement new teaching strategies and tools to enhance learning. Encourage students to experiment with different approaches to problem-solving. Support the use of technology to create interactive and engaging lessons. Foster a culture of continuous improvement and innovation in the classroom. Explore new ways to assess and evaluate student learning. Part III. Challenges Encountered by Teachers in the Implementation of Instructional Principles to Support Diverse Learners Direction: Rate the perceived level of seriousness of challenges in the implementation of instructional principles to support diverse learners. Be guided by the legend below. Score Descriptive Equivalents 5 Very Highly Serious (VHS) 4 Highly Serious (HS) 3 Serious (S) 2 Slightly Serious (SS) 1 Not Serious (NS) INDICATORS 5 4 3 2 1 VHS HS S SS NS Address varying levels of student readiness and prior knowledge. Overcome resistance to change from educators and students. Ensure consistent application of inclusive practices across all classrooms. Adapt teaching materials to meet diverse learning needs. Integrate technology effectively without overwhelming students or teachers. Maintain student engagement in a diverse classroom setting. Provide adequate training and support for teachers. Balance curriculum requirements with the need for flexibility in teaching methods. Evaluate the effectiveness of new instructional strategies. Secure sufficient resources and funding to support diverse learners. CURRICULUM VITAE JOENALYN O. LUMAGBAS Block 1 Lot 6 Phase 6 Archangel Sword Pearl Island Malinis St., Lawang Bato, Valenzuela City Email Address: joenalyn.lumagbas@deped.gov.ph Mobile number: 09171282128 Educational Qualification Master Of Arts in Education Major in Administration and Supervision December 2024- Present Complete Academic requirements Lyceum Northwestern University Tapuac, Dagupan City June 2017- March 2019 Governor Andres Pascual College 1045 Naval St., Navotas City, Philippines Licensure Examination for Teachers Passer Licensed Teacher Registration number: 0856416 PRC Cagayan Valley Philippines Tertiary Bachelor of Elementary Education June 2000- March 2004 Philippine Normal University- Isabela, Campus Alicia, Isabela Secondary June 1996 – March 2000 Dalton Academy Magsaysay, Alicia, Isabela Primary June 1990 – March 1996 San Antonio Elementary School San Antonio, Alicia, Isabela Work Experiences Teacher III June 15, 2022 up to present Bagbaguin Elementary School General Luis St., Babaguin, Caloocan City Philippines 1400 Teacher II December 14, 2018- June 14, 2022 Bagbaguin Elementary School General Luis St., Babaguin, Caloocan City Philippines 1400 Teacher I December 4, 2008 – December 13, 2018 Bagbaguin Elementary School General Luis St., Babaguin, Caloocan City Philippines 1400 LSB Teacher June 3, 2007 – November 25, 2008 Manggahan Elementary School Manggahan, Pasig City, Philippines 1611 Personal Information Birthdate: December 11, 1983 Age: 41 yrs. Old Civil Status: Married Citizenship: Filipino Height: 4’11’ feet Weight: 63 kg

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J0ENALYN O. LUMAGBAS (April-2026). IMPLEMENTATION OF THE INSTRUCTIONAL PRINCIPLES TO SUPPORT DIVERSE LEARNERS. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 11(4), d393-d427. https://ijnrd.org/papers/IJNRD2604336.pdf

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