Abstract
The study determined the impact of multigrade teaching and literacy development among Kindergarten to Grade 2 pupils as perceived by the multigrade teachers in the Districts of Lingig, Surigao del Sur, during the third quarter of 2025. The study was a quantitative, descriptive-correlational, and predictive design conducted among teachers who were chosen through a random sampling technique. Validated instruments were used to measure the impact of multigrade teaching and literacy development. Mean, standard deviation, Pearson-r, and multiple linear regression were used for the treatment of data. The findings revealed that the impact of multigrade teaching was very high. The literacy development of the students, as perceived by the teachers, was high. There was a significant positive relationship between the impact of multigrade teaching and literacy development. Moreover, the impact on the school and community as a domain of multigrade teaching influences the literacy development of the students. The researcher suggests that multigrade teachers should prioritize developing flexible instructional strategies that leverage peer-to-peer learning opportunities while maintaining differentiated learning objectives that challenge students at all grade levels simultaneously. Also, school administrators may provide targeted professional development and adequate resources designed explicitly for multigrade contexts, including collaborative planning time and access to multi-level curriculum materials that support effective cross-grade instruction.
