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Advances in Social Sciences Research Journal – Vol. 10, No. 12
Publication Date: December 25, 2023
DOI:10.14738/assrj.1012.16017.
Urma, C. R., & Callo, E. C. (2023). Pedagogical Challenges and Teaching Practices of Multigrade Teachers in Rural Public Elementary
Schools. Advances in Social Sciences Research Journal, 10(12). 219-226.
Services for Science and Education – United Kingdom
Pedagogical Challenges and Teaching Practices of Multigrade
Teachers in Rural Public Elementary Schools
Christine R. Urma
Laguna State Polytechnic University, Laguna, Philippines
Eden C. Callo
ORCID: 0000-0002-9457-9361
Laguna State Polytechnic University, Laguna, Philippines
ABSTRACT
This research paper focused on the pedagogical challenges and teaching practices
of multigrade teachers in rural public elementary schools. The study aims to
identify the perceived level of teachers’ pedagogical challenges and teaching
practices. The descriptive-correlational design was used to survey the 59
multigrade teachers. Descriptive statistics and Pearson Product Moment
Correlation Coefficient were used to identify significant relationship between the
teachers’ pedagogical challenges and their teaching practices. The study revealed
that teachers’ expertise, teaching and learning process, school instruction, and
school resources of the respondents have significant relationships to the teachers’
teaching practices in preparatory activities, instructional delivery, classroom
management, and remedial/enrichment activities. It has been concluded that there
is a strong relationship between teachers' pedagogical challenges and their
teaching practices. Pedagogical challenges can have a significant impact on a
teacher's ability to effectively deliver instruction and promote student learning.
Addressing the pedagogical challenges faced by teachers requires a comprehensive
approach that includes professional development opportunities, collaboration,
access to resources, improved school instruction, increased school resources, and
encouragement of continuous improvement.
Keywords: Multigrade Teachers. Pedagogical Challenges, Teaching Practices, Teachers’
Expertise
INTRODUCTION
A country's vision of inclusive growth and development necessitates investment in human
capital, particularly in quality basic education (EFA, 2015). Every country recognizes the critical
role of education in transforming lives. As a result of education's critical role in the country's
development equation, world leaders and education sectors have been pressed to develop
policies and programs that will strengthen the provision of quality education for all. This effort
gave birth to the Education for All (EFA) movement, which advocates for the urgent need to
meet the learning needs of youth and adults who have never attended school, have dropped
out, have reverted to illiteracy, or require basic or advanced skills to find work (EFA, 2015).
Following the EFA movement are the Millennium Development Goals (MDG) and the
Sustainable Development Goals (SDG) (SDG). With their second and fourth goals, respectively,
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 10, Issue 12, December-2023
Services for Science and Education – United Kingdom
the MDG and SDG include the provision of inclusive and equitable education. Education,
according to UNESCO, is at the heart of the 2030 Agenda for Sustainable Development. In fact,
it is considered a stand-alone goal because it can help the other goals, such as employment,
growth, health, economics, and climate change, succeed (Seameo Innotech, 2020).
Multi-grade classes in the Philippines are common in elementary schools in rural areas where
only a few students are enrolled in the one-year program. The Department of Education
established policies and standards for the organization and operation of multi-grade classes
[13]. One of the Department's solutions for ensuring that all school-aged children in rural
communities have access to a high-quality education without the need for mono-grade classes
is multi-grade education. The program enables community schools in rural areas to provide a
full cycle of elementary education despite low enrollment and a small number of instructors. It
is difficult for a multi-grade teacher to determine which students, particularly those in higher
grades, are not paying attention when the teacher is teaching because they already know the
subject. It will be difficult for the teacher to design and create activities for a multi-gradeclass.
You'll need more discipline, concentration, and focus to benefit from effective strategies.
Furthermore, if programs do not have the necessary resources and teachers are not properly
trained, learners' achievement may be subpar Naparan et al. [9].
Given that multigrade teaching necessitates more effort in class management, planning, and
adapting to instruction, it is worth investigating how the current educational reform affects
multigrade teaching. Thus, this study investigates the pedagogical challenges and teaching
practices that multigrade teachers face within the policy framework of the K to 12 Basic
Education Program, specifically in rural public elementary schools in Laguna's Schools Division
Office.
OBJECTIVES OF THE STUDY
The focus of the study was to explore the pedagogical challenges and teaching practices of
multigrade teachers in rural public elementary schools in the Schools Division Office of Laguna.
Specifically, it sought to answer the following questions:
1. How do the respondents perceive the level of teachers’ pedagogical challenges in terms
of teachers’ expertise, teaching and learning process, school instruction; and school
resources?
2. What is the perceived level of teachers’ teaching practices in terms of preparatory
activities, instructional delivery, classroom management, and remedial/enrichment
activities?
3. Is there a significant relationship between the teachers’ pedagogical challenges and their
teaching practices?
4. Based on findings of the study, what plan of action and intervention can be proposed to
help the teachers cope with the challenges encountered in a multi-grade school relating
to their teaching practices?
METHODOLOGY
The focus of this study was to explore the pedagogical challenges and assess the observable and
innovative teaching practices of multi-grade teachers in rural public elementary schools in SDO
Laguna, school year 2022-2023. The study included 59 multi-grade teachers at public
elementary school in the 3rd and 4thCongressional Districts of Laguna as respondents since the