Perceived Instructional Diversity and Strategic Teaching Practices Among School Administrators and Teachers

Abstract

Instructional diversity and strategic teaching practices support responsive teaching, student engagement, and meaningful learning. Although emphasized in contemporary education, few studies have examined how school administrators and teachers perceive these practices in the same context. This study assessed perceived instructional diversity and strategic teaching practices among school administrators and teachers, explored differences between these groups, and investigated the relationship between instructional diversity and strategic teaching. A quantitative descriptive–comparative and correlational design involved 389 school administrators and 1,000 teachers from selected schools. Data were collected using a validated survey with a Cronbach’s alpha of 0.83. Responses on a six-point Likert scale were analyzed using descriptive statistics, independent samples t-tests, and Pearson correlation. Findings showed both administrators and teachers reported very high levels of perceived instructional diversity and strategic teaching practices as “Always Manifested.” Administrators reported slightly higher perceptions of instructional diversity, but no significant difference was found in strategic teaching practices. Correlation analysis indicated a moderate positive relationship between perceived instructional diversity and strategic teaching. These findings suggest diverse instructional approaches and strategic pedagogical practices are interconnected and crucial for effective teaching and meaningful learning in educational settings.