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

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. Moreover, a small percentage of multi-grade teachers achieve an “outstanding” level of work performance. A relatively low percentage of multi-grade teachers are categorized as “satisfactory” each school year. Work performance for School Year 2020-2021 and 2021-2022 revealed that personal and community-related factors revealed to be statistically significant and statistically insignificant for school and learner-related factors. Meanwhile, for the School Year 2022-2023, it shows that only community-related factors seemed to be statistically significant, while the rest of the factors, such as the personal, school, and learner-related factors, were statistically insignificant