This study examined the influence of teachers’ differentiated instruction and workload on the development of the Four Cs (4Cs) learning skills—creativity, collaboration, communication, and critical thinking—and on teachers’ well-being. Guided by the Differentiated Instruction Theory, Job Demands–Resources Model, P21 Framework, and PERMA Theory of Well-Being, the study explored the relationships among these variables.

A quantitative design was employed using survey questionnaires administered to elementary teachers in the Division of San Pablo City. Data were analyzed through descriptive statistics, Pearson correlation, and mediation analysis.

Results showed that teachers demonstrated high levels of differentiated instruction and moderate to high workload. The 4Cs learning skills and teachers’ well-being were at satisfactory levels. Differentiated instruction significantly influenced workload, 4Cs learning skills, and well-being. Additionally, workload—particularly ancillary functions—significantly mediated these relationships.

The findings suggest that while differentiated instruction supports learning and well-being, excessive workload may hinder its effectiveness, highlighting the need for balanced workload practices.