PRACTICES AND CHALLENGES OF SCHOOL HEADS AND TEACHERS IN MULTIGRADE CLASSES IN THE DIVISION OF PUERTO PRINCESA CITY, PALAWAN, PHILIPPINES

Abstract

The study was conducted to determine the practices, challenges, and experiences of multigrade teachers in the division of Puerto Princesa City. Mean, frequency counts and percentage, Person-r correlation, and T-test were the statistical tools employed. Findings revealed that challenges encountered by the respondents in teaching the multigrade class were required substantial involvement from various parties in managing the implementation of multigrade teaching successfully. It also revealed that practices of school heads and teachers in teaching the multigrade class are important for understanding and improving educational processes to strengthen and improve teaching in multigrade schools. On the other hand, there is a significant difference between PPD II and PPD III regarding challenges met in teaching multigrade classes except for the learners' academic performance, parental involvement, and improving learner's outcome. In contrast, there is a significant difference between PPD II and PPD III in terms of practices used in teaching the multigrade class.