The study investigated the potential role of human resources exemplified by leaders' psychological capital (PsyCap) as a resource that may cross over to team-member exchange (TMX), and bring about desired organizational outcomes. We suggest a model where TMX of senior management teams serves as a team resource mediating the relationship between leaders’ PsyCap and organizational outcomes, as represented by team innovation, organizational citizenship behavior (OCB), and employees’ job satisfaction. The study, carried out among 86 elementary and junior high schools, indicated a positive relationship between leaders’ PsyCap and TMX. In addition, we found a significant relationship between TMX and the three measures of organizational outcomes. Furthermore, TMX partially mediated the relationship between leaders’ PsyCap and the desired outcomes, excepting innovation. The findings provide support for the importance of the leaders’ personal resource of psychological capital as a complementary perspective that may enhance our understanding of leadership’s impact on organizational success. In addition, the study provides significant support for the expanded model, broadening the definition of the crossover model by examining the translation of positive resources from leaders' PsyCap to organizational outcomes via teams' positive resources. From a practical perspective, the findings bring to the forefront the importance of psychological capital as a state-like construct that can be developed through leader preparation and professional development programs.

This study explores the implementation of Differentiated Instruction (DI) in Philippine multigrade classrooms and develops a tool to assess teacher proficiency in DI. Employing an exploratory sequential mixed-method design, the qualitative phase included focus group discussions with eight multigrade teachers, capturing their experiences and challenges in DI. These insights informed the creation of the Multigrade Differentiated Instruction Performance Appraisal Tool, which assesses DI proficiency across instructional planning, delivery, and classroom management. The tool underwent expert validation and reliability testing, with Cronbach’s Alpha of 0.91, indicating high internal consistency. The quantitative phase surveyed 163 multigrade teachers, revealing that DI implementation was generally effective, particularly in aligning lessons with curriculum standards (M = 4.09, SD = 0.73) and fostering a supportive learning environment. However, teachers faced challenges in utilizing technology, contextualized materials, and diverse assessment methods. Findings support the DI Assessment Checklist as a valuable tool for teachers and administrators to enhance instructional practices through reflective teaching. Recommendations include expanding training programs, improving access to instructional resources, and integrating DI-focused technology training. Further research should explore regional variations in DI implementation to inform more localized educational policies. This study provides practical insights to support teachers in effectively managing the complexities of multigrade education, ensuring equitable and inclusive learning experiences for diverse learners.