Abstract
This study explores the implementation of multi-grade teaching strategies in the Sulat and Taft Districts, focusing on the capabilities, challenges, and professional development of multi-grade teachers. While multi-grade teaching is common in rural areas, particularly in early primary education, there is a lack of research on the specific skills required and the obstacles faced by educators in these settings. Employing a descriptive research design, data were gathered through surveys conducted with multi-grade teachers in the districts. The findings reveal that teachers demonstrate high levels of pedagogical expertise, adaptability, and flexibility, yet encounter moderate challenges related to content alignment, lesson delivery, and instructional support. A notable gap in professional development was identified, especially in areas such as technology integration and differentiated instruction. Although many teachers have participated in general training programs, fewer have engaged in specialized capacity-building initiatives tailored to their unique needs. The results emphasize the necessity of targeted interventions, including customized training programs, enhanced teaching resources, and stronger administrative support, to improve the efficiency and effectiveness of multi-grade teaching practices. This study highlights the critical need to address the distinct requirements of multi-grade teachers to enhance instructional quality and student outcomes in rural educational contexts.
Keywords
Multi-Grade Teaching, Teacher Capabilities, Professional Development, Rural Education
How to Cite:
Lodena C. Pialane, Julie Leah Ann P. Dongallo, Chariz E. Gesoyot, Tiffany L. Evardone, Rona C. Globio, Dexter Rey D. Aquiatan, Melody T. Magday, Bernie P. Chinel, Janice Dyan G. Quiloña. DIT , ASSESSING THE CAPABILITIES IN HANDLING MULTIGRADE LEVEL IN SULAT AND TAFT DISTRICT MULTIGRADE SCHOOLS , Volume 11 , Issue 1, january 2025, EPRA International Journal of Multidisciplinary Research (IJMR) ,