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Abstract
The main purpose of this study was to determine the strategies implemented, challenges encountered, and solutions employed by multigrade teachers and school heads in selected schools in the Division of Palawan. Descriptive statistical tools such as frequency count, mean score, percentage, Spearman rho (r), and Welch’s t-test were used. The multigrade teachers showed effective strategies in terms of planning and delivery of the curriculum. Meanwhile, multigrade school heads showed effective strategies in terms of parental involvement. They faced challenges in terms of planning and delivery of the curriculum and do not see parental involvement as a challenge. Moreover, multigrade teachers provide solutions to the challenges encountered specifically in facing challenges as to managing materials and resources and parental involvement issues. On the other hand, multigrade school heads provide solutions to the encountered challenges specifically in dealing with classroom organization and management problems. There was no significant relationship between the profile of the multigrade teachers and school heads and the strategies and challenges they encountered in handling multigrade classes. Similarly, the study found no significant relationship between the strategies implemented, challenges encountered, and solutions employed by the respondents. There is a significant difference between the strategies and challenges encountered by multigrade teachers and school heads, while no significant difference was found between the solutions employed by multi-grade school heads and multi-grade teachers to the encountered challenges in teaching multi-grade classes.
