Thinking Behind Teaching: Instructional Decision-Making of Grade 3 Teachers

Authors

Cindy F. Babiera, Denmark S. Macalisang

Abstract

This study examined the instructional decision-making of Grade 3 teachers in classrooms with diverse learner readiness levels in District 3, Oroquieta City Division during the School Year 2025–2026. Using a qualitative phenomenological–thematic design, the study explored teachers’ lived experiences, challenges encountered, and instructional strategies employed in addressing learner variability. Data were gathered through in-depth, semi-structured interviews with purposively selected participants and analyzed using thematic analysis. Findings revealed that teachers faced complexities in managing diverse learners, limited time, and insufficient instructional resources. Despite these challenges, they demonstrated adaptability through differentiated instruction, scaffolding, collaborative learning, and assessment-driven practices. The study highlights the importance of providing adequate support systems, professional development, and context-responsive instructional policies to enhance teachers’ capacity to respond effectively to learner diversity. The findings contribute to improving instructional practices and promoting inclusive education in earlygrade classrooms.

Keywords

assessment-driven instruction, differentiated instruction, instructional decision-making, learner readiness, phenomenological study