Personalized Learning in Early Education: Implementing Differentiated Instruction in Kasibu West Kindergartens

Developing inclusive learning environments in early childhood education requires instructional approaches that recognize and address the diverse learning needs, interests, and readiness levels of young learners. Differentiated instruction has emerged as an effective learner-centered strategy that promotes equity, engagement, and meaningful learning experiences in kindergarten classrooms. This study examined the implementation of differentiated instruction among kindergarten teachers in the Kasibu West District, Nueva Vizcaya. Specifically, it assessed teachers' demographic profiles, perceptions, competence, challenges encountered in implementing differentiated instruction, and differences in perceptions and competence according to selected demographic variables. A descriptive-comparative research design was employed involving 35 kindergarten teachers, selected through complete enumeration. Data were collected using a validated researcher-developed questionnaire and analyzed using frequency, percentage, weighted mean, standard deviation, and one-way analysis of variance (ANOVA). The findings revealed that respondents demonstrated highly positive perceptions and a high level of competence in implementing differentiated instruction, indicating strong readiness to address learners' diverse educational needs. Although teachers encountered several implementation challenges, these were generally perceived as only slightly serious, with inadequate administrative support identified as the most pressing concern. Furthermore, no significant differences were found in teachers' perceptions and competence when grouped according to age, civil status, present position, educational attainment, and in-service training attended. These findings suggest that differentiated instruction is consistently valued and practiced regardless of teachers' demographic characteristics. The study emphasizes the importance of sustained professional development, strengthened administrative support, and adequate instructional resources to enhance the effective implementation of differentiated instruction and promote high-quality, inclusive kindergarten education.