JOURNAL REVIEW: CHALLENGES AND COPING STRATEGIES OF MULTIGRADE

TEACHERS IN THE WESTERN PHILIPPINES

INTRODUCTION

Multigrade classes, prevalent in remote areas of the Philippines, particularly in elementary

schools, are characterized by the necessity for teachers to handle multiple grade levels
simultaneously due to low student enrollment in individual grades. This study explores the
unique challenges faced by multigrade teachers and the coping strategies they employ to
manage these challenges effectively.

METHODOLOGY

The researchers adopted a transcendental phenomenological approach to deeply

understand the lived experiences of multigrade teachers in the western Philippines. Data
collection was conducted through one-on-one interviews with teachers who had at least
three years of experience in multigrade teaching. This approach ensured that the insights
gained were rich and reflective of the actual experiences of the teachers. The data analysis
followed Kleiman's (2004) methodology, which provided a systematic framework for
examining and interpreting the qualitative data.

FINDINGS

Intrinsic Challenges

One of the primary intrinsic challenges identified was the unpreparedness of teachers for the
complexities of multigrade teaching. Many educators felt inadequately trained and ill-
equipped to handle the diverse needs of students across different grade levels
simultaneously. This lack of preparedness often led to significant stress and anxiety, further
compounded by the demands of classroom management. Teachers struggled to maintain
order and deliver effective instruction when managing students at varying developmental
stages and academic levels.

Extrinsic Challenges

Extrinsic challenges were also prominent. One critical issue was the low allowances provided
to multigrade teachers, which did not reflect the additional responsibilities and complexities
of their roles. Financial constraints added to the stress and demotivation, as teachers felt
their efforts were undervalued. Language barriers posed another significant extrinsic
challenge, particularly in regions where the local dialect differed from the language of
instruction, complicating communication, and effective teaching. Furthermore, the physical
danger and logistical difficulties associated with traveling to remote teaching stations added
another layer of hardship. Poor infrastructure and long, unsafe commutes made it difficult for
teachers to consistently reach their schools.

Systematic Challenge

Systemic challenges were pervasive, with a lack of resources being a major issue. Teachers
reported insufficient educational materials, inadequate classroom facilities, and a general
lack of support from educational authorities. This scarcity of resources hindered their ability
to deliver quality education and implement innovative teaching strategies. Additionally, the
workload associated with multigrade teaching was overwhelming, with teachers often
needing to create multiple lesson plans and instructional materials for different grade levels.
Absenteeism among students further disrupted the continuity of instruction, making it
difficult to achieve consistent academic progress. The lack of training specific to multigrade
teaching compounded these systemic challenges. Teachers expressed a need for more
targeted professional development opportunities to equip them with the skills and strategies
necessary for effective multigrade teaching. Moreover, there was a notable lack of support
from stakeholders, including parents, community members, and educational authorities,
which left teachers feeling isolated and unsupported in their efforts.

Coping Strategies

Despite the numerous challenges, the study highlighted the resilience and positivity of
multigrade teachers. They employed various coping strategies to mitigate their burdens and
enhance their teaching effectiveness.

Personal and Professional Coping Mechanism

Praying and seeking spiritual solace emerged as significant coping mechanisms, providing
teachers with emotional strength and a positive outlook. Utilizing the internet for resources
and support networks allowed teachers to access educational materials, share best practices,
and connect with peers facing similar challenges. Effective time management and self-
conditioning were critical in balancing the demands of multigrade teaching with personal
well-being. Teachers developed detailed lesson plans and conducted research to enhance
their teaching practices, ensuring they were well-prepared and organized. These proactive
measures helped teachers to maintain a sense of control and competence in their roles.

Collective and Community-Based Strategies

Engaging with peers for mutual support was another key strategy. Teachers formed informal
networks to share experiences, resources, and strategies, providing emotional and
professional support to one another. Collaboration with educational stakeholders was also
important. Teachers advocated for better resources, training programs, and support systems,
highlighting the need for systemic changes to improve the conditions of multigrade
teaching. By fostering stronger relationships with parents, community members, and
educational authorities, teachers sought to build a more supportive and collaborative
educational environment.

Conclusion

The study provides valuable insights into the multifaceted challenges faced by multigrade
teachers in the western Philippines and the coping strategies they employ to manage these
challenges. The findings underscore the demanding nature of multigrade teaching, which
requires significant effort, dedication, and balance. Despite the numerous intrinsic, extrinsic,
and systemic challenges, the resilience and resourcefulness of teachers enable them to
overcome obstacles and improve their educational practices.

IMPLICATION FOR POLICY AND PRACTICE

This research highlights several areas for policy intervention and support. Firstly, there is a
need for targeted professional development programs to equip multigrade teachers with the
necessary skills and strategies for effective teaching. Such programs should focus on
classroom management, instructional techniques, and resource utilization specific to
multigrade settings. Secondly, financial incentives and allowances for multigrade teachers
should be reviewed and increased to reflect the additional responsibilities and complexities
of their roles. Thirdly, improving infrastructure and ensuring safe and reliable transportation
to remote teaching stations are crucial to reducing the physical and logistical challenges
faced by teachers. Lastly, fostering stronger support networks and collaboration among
teachers, parents, community members, and educational authorities can create a more
supportive and conducive environment for multigrade teaching.

FUTURE RESEARCH

Future research could explore the long-term impacts of multigrade teaching on student
outcomes and the effectiveness of different coping strategies in various contexts.
Additionally, studies could examine the experiences of multigrade teachers in other regions
of the Philippines or in other countries, providing a comparative perspective and identifying
best practices that could be adapted and implemented across different settings. By
continuing to explore the challenges and successes of multigrade teaching, researchers can
contribute to the development of more effective and supportive educational policies and
practices.
In conclusion, he studies sheds light on the resilience and adaptability of multigrade teachers
in the western Philippines, highlighting their ability to navigate significant challenges and
employ effective coping strategies. The findings underscore the need for systemic support
and targeted interventions to improve the conditions of multigrade teaching and enhance
the quality of education in remote areas.

Submitted by:

ARON V. DE LEON Submitted to:

YOLANDA M. TARIMAN, EdD

Professor