Volume : 10, Issue : 6, JUN 2024

PEDAGOGICAL CHALLENGES AMONG MULTIGRADE TEACHERS IN IP SCHOOLS OF SAN MIGUEL III DISTRICT

IMELDA P. BOLA, GELMA P. TECSON

Abstract

Handling multigrade class challenges teachers’ knowledge and skills. Multigrade class setting is the best mode and the most cost-effective manner that can reach sparsely populated communities; the Indigenous Cultural Communities (ICCs inhabited by the Indigenous People (IPs). This study, therefore aimed to determine the Pedagogical Challenges Among Multigrade Teachers in IP Schools of San Miguel III District, San Miguel Surigao del Sur, with the end view of addressing the urgent educational developmental needs of the IP children in the said district through a proposed intervention program. Using the quantitative-qualitative research design, it involved the twenty-four (24) MG-IP teachers, two hundred two (202) grades 3 and 6 IP pupils, and twenty-four (24) IP parents of twelve (12) Pure Multigrade IP Schools of clustered barangay from Barangay Bitaugan, Bagyang, Calatngan, Carromata and Umalag of San Miguel III District, San Miguel, Surigao del Sur.

The study revealed that most of the teachers were young and neophytes in the service. Most of the age range 30 years old and below. 79% of MG-IP teachers are female and 21% or 5 are male. All MG-IP teacher respondents are teacher 1 in position and majority of MG-IP teachers are handling three (3) grade levels combined in a class. Multigrade teachers are teaching for 1-5 years respectively and 22 or 92% finished baccalaureate degree in education and only 2 of the respondents are earning masteral unit degree and that compose 8% of the total respondents. MG-IP teachers need to be trained on pedagogies on MG-Instruction, and Indigenous People Education program. Pedagogical challenges, both intrinsic and extrinsic, are “most serious” challenges to MG-IP teachers. The Multigrade teachers’ practices in IP schools are responsive to the “greatest extent.” Pedagogical challenges have the greatest impact to the IP learners’ performance and parent/community support. The seriousness of pedagogical concerns has significance to the impact of challenges on the performance of IP learners. The responsiveness of multigrade teachers’ practices has significance to the performance of IP learners and parents/community support. The Parents/Community support relies solely on manual labor and any “bayanihan “activities in school. Financial constraints hinder the progress of school facilities and amenities. The proposed intervention program will address the pedagogical challenges and ease the burden of MG-IP teachers to respond to the developmental needs of IP children.

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