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Published in
Academic Frontiers
Advancing Instructional Competence Among Teachers Engaging in Multigrade Classes: Enhancement Guide
ACADEMIC FRONTIERS Multidisciplinary e-Publication, 2(4), 29-39, ISSN: 3082-4400, 2026.
Recommended Citation:
Magusara, R. C. (2026). Advancing Instructional Competence Among Teachers Engaging in Multigrade Classes: Enhancement Guide. Academic Frontiers, 2(4), 29–39. https://doi.org/10.5281/zenodo.19657260
Author(s)
Magusara, Resa C.
Abstract
This study assessed the instructional competence of teachers handling multigrade classes and the academic performance of learners at Bagacay Elementary School during the first quarter of School Year 2025–2026 as a basis for an enhancement guide. The findings rev ealed that the majority of teachers are in their early thirties, female, married, and have pursued units in a Doctorate, with most having over six years of teaching experience, very satisfactory to outstanding performance ratings, and participation in relevant district-level training, seminars, and workshops, suggesting that they are experienced and professionally engaged, which positively influences their instructional practices. In terms of instructional competence, the majority demonstrate strength in lesson planning, utilizing varied teaching strategies, and providing feedback to support learner progress, indicating that they possess the necessary skills to manage multigrade instruction effectively. Regarding learners’ academic performance, most achieved mastery or near mastery in core subjects, reflecting generally satisfactory learning outcomes, although some still require additional support to attain competencies fully. The results also reveal a significant relationship between teachers’ instructional competence and learners’ academic performance, highlighting the positive impact of effective lesson planning, teaching strategies, and assessment practices on student achievement. Lastly, teachers reported challenges related to professional development, lesson planning, time constraints, classroom management, and addressing diverse learning needs, suggesting that while teachers are competent, systemic and contextual factors may hinder optimal instruction and learner engagement in multigrade classrooms, underscoring the importance of targeted support and professional growth initiatives to enhance teaching effectiveness and learner outcomes.
Keywords
Administration and Supervision, Descriptive Method, Instructional Competence, Academic Performance, Enhancement Guide, Siargao Island, Philippines
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