ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study examined the differentiated instructional strategies employed by Technology and Livelihood Education (TLE) and Music, Arts, Physical Education, and Health (MAPEH) teachers at Sumoroy Agro-Industrial School in Northern Samar. Using a descriptivecorrelational research design, the study involved 103 teachers and 341 students selected through cluster random sampling. Data were collected using researcher-made survey questionnaires validated through pilot testing. The study assessed teacher and student profiles, the extent of utilization of differentiated instructional strategies in terms of instructional differentiation, active learning strategies, and assessment-driven instruction, and the outcomes regarding student engagement and teacher adaptability. Results showed that teachers perceived their utilization of differentiated strategies as excellent (median = 5.00), while students rated them as above average (median = 4.00). Significant relationships were found between teacher profiles and strategy utilization, particularly regarding sex, civil status, educational attainment, years of service, and subject handled. Major challenges identified included lack of resources, limited access to subjectspecific materials, and insufficient planning time. Based on these findings, an enhancement program was proposed to address identified challenges and improve the implementation of differentiated instructional strategies in TLE and MAPEH education. Keywords — differentiated instruction, instructional strategies, TLE education, MAPEH education, teacher adaptability, student engagement, enhancement program