Challenges and Coping Strategies of Multigrade Teachers in Implementing Classroom Instruction
DOI:
https://doi.org/10.65339/ijsis.V1.I3.166Keywords:
Multigrade Teaching, Coping Strategies, Classroom Instruction, Teacher Challenges, English Instruction, Grades 5 and 6, SDO IfugaoAbstract
This literature review examined the challenges and coping strategies of multigrade teachers in implementing classroom instruction, with particular relevance to Grades 5 and 6, English instruction, and the educational context of SDO Ifugao. The study synthesized recent Philippine and international literature on multigrade education, focusing on instructional demands, classroom and time management, learner diversity, resource limitations, language-related concerns, teacher workload, and professional support. A structured literature review approach was used to identify, screen, organize, and thematically synthesize relevant studies and official sources published mainly from 2021 to 2026, with selected earlier local evidence included for contextual relevance. The review found that multigrade teachers commonly face simultaneous curriculum requirements, limited instructional time, varied learner needs, insufficient materials, and heavy preparation demands. In response, teachers use differentiated instruction, flexible grouping, peer-assisted learning, advance planning, contextualized materials, technology when available, collaboration, and stakeholder support. The findings also show that teacher resourcefulness alone is not enough to sustain effective multigrade instruction. Stronger institutional support, multigrade-specific professional development, appropriate learning resources, and locally responsive teaching practices are needed. The review concludes that these supports are particularly important for strengthening Grades 5 and 6 English instruction in SDO Ifugao and other geographically isolated multigrade school communities.
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