Factors Influencing the Multi-Grade Instruction and Work Performance of the Multi-Grade Teachers in the Schools Division of Borongan City

Jessa Apar-Gesoyot and Virgilio P. Rapada, Jr
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Jessa Apar-Gesoyot: Head Teacher II, Department of Education, Schools Division of Borongan City
Virgilio P. Rapada, Jr: Professor I, Eastern Samar State University, Graduate School, Main Campus

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 4834-4841

Abstract: This study investigated the factors influencing the multi-grade instruction and work performance of the multi-grade teachers in the Schools Division of Borongan City. Specifically, it aimed to determine the factors influencing multi-grade instruction in terms of the following indicators such as personal-related factors, school-related factors, learner-related factors, and community-related factors; determine the work performance of the multi-grade instruction and assess if there is a significant relationship between the factors influencing multi-grade instruction and the work performance of the multi-grade teachers. A descriptive and correlational research design was employed in this study. This study was conducted in the Schools Division of Borongan City. Specifically, this study catered to only forty-one (41) multi-grade teachers for the School Year 2023-2024, chosen through purposive sampling via total enumeration. The study utilized two sets of survey questionnaires as research instruments. In finding out the factors influencing multi-grade instruction, the researcher adapted the survey questionnaire from the study of Haramain (2018); while for the work performance of the multi-grade teachers, the researcher asked for the final rating of the teachers’ IPCRF for three consecutive years. The study revealed that multi-grade teachers’ instruction highly influenced personal-related factors. School-related factors, learners-related factors, and community-related factors showed a very high influence on teachers in multi-grade instruction based on the respondents’ responses. The consistently high percentage of multi-grade teachers performed at the “very satisfactory†level across all three years.

Date: 2024
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