Instructional Competence, Professional and Personal Characteristics of Teachers in Multigrade Classes

Abstract

Aims: This study investigated the perceptions of instructional competence, professional characteristics, and personal attributes among multigrade teachers and school heads in Laoang, Northern Samar. The aim was to identify areas of alignment and discrepancy in these perceptions to inform strategies for enhancing multigrade education. Study Design: A quantitative research design was employed, utilizing a survey questionnaire. The instrument demonstrated excellent reliability (Cronbach’s Alpha = 0.995) following pilot testing. Place and Duration of Study: The study was conducted in multigrade schools within the Laoang Division of Northern Samar, during the school year 2023-2024. Methodology: Participants, selected through purposive sampling and complete enumeration, included 28 multigrade teachers and 14 school heads. Data were collected using the survey questionnaire, and descriptive statistics were used to compare the mean ratings of the two groups. Results: A significant divergence in perceptions emerged. Multigrade teachers generally self-assessed their instructional competence, professional characteristics, and personal attributes more favorably than they were evaluated by school heads, indicating a potential perceptual gap across roles within the multigrade educational context. Conclusion: The findings reveal a notable discrepancy in how multigrade teachers and school heads in Laoang, Northern Samar, perceive the teachers' attributes, with teachers exhibiting more positive self-evaluations. To address this perceptual gap and improve multigrade education, the study recommends collaborative professional development tailored to multigrade contexts, mentorship initiatives to foster mutual understanding, the establishment of clear and agreed-upon evaluation criteria, and formal recognition of multigrade teachers' contributions. These interventions aim to create a more aligned and supportive educational environment conducive to enhanced instructional practices and improved student outcomes in multigrade settings.