Modeling classroom adaptability through data-informed instructional decision-making and learning intervention practices

Evidence-based instruction has become increasingly important as schools seek to improve learning outcomes and address persistent learning gaps among pupils. Despite this emphasis, limited local studies have examined how data-informed instructional decision-making, learning intervention practices, and classroom adaptability interact among public elementary school teachers in Palanan, Isabela. This study determined the extent of these three instructional constructs, examined their relationships, identified the significant predictors of classroom adaptability, investigated the mediating role of learning intervention practices, and developed a data-informed classroom support model. Using a quantitative explanatory-predictive design, data were gathered from 110 public elementary school teachers through a researcher-made questionnaire and analyzed using descriptive statistics and structural equation modeling. The findings showed high levels of the three instructional practices and significant positive relationships among them. Learning intervention practices partially mediated the relationship between data-informed instructional decision-making and classroom adaptability. The proposed model provides a practical framework for strengthening evidence-based instruction, responsive teaching, and learner support in public elementary schools.