Difficulties Encountered by Multigrade Teachers and Their Teaching Performance

They conducted this study to identify the challenges faced by multigrade teachers in Pangantucan District, Division of Bukidnon, during the School Year (SY) 2024-2025. The study employed a descriptive-correlational research design. It employed the complete enumeration as a sampling procedure. It used a researcher-made survey questionnaire, which was pilot-tested and validated. They interpreted the data using a frequency count, percentage, mean, standard deviation, and Pearson r product-moment correlation coefficient. This study yielded the following results: The respondents were young, primarily female teachers aged 21 to 30, possessing 1 to 5 years of multigrade teaching experience. Multigrade teachers identified substantial difficulties in training, curriculum, resources, engagement, and management, highlighting a systemic requirement for improved support and focused interventions to boost teaching efficacy. Most respondents attained "Outstanding" scores, indicating robust achievement in multigrade instruction despite obstacles. The result indicates a high level of proficiency among the assessed teachers. Despite encountering various challenges, the performance ratings of multigrade teachers were mainly unaffected, indicating that alternative factors may influence their assessed efficacy.