Home⇛International Journal of Research in Advanced Studies and Graduate Education⇛vol. 1 no. 1 (2025)

Teachers’ Core Behavior Competence And Teaching Performance In Multigrade Education

Grail Armada

Discipline: Teacher Training

 

Abstract:

Multigrade education presents unique challenges and demands for teachers, requiring them to manage diverse student needs, curricula, and classroom dynamics. This study examines the core behavioral competencies and teaching performance of multigrade teachers in the Division of Kalinga, Philippines. Employing a descriptive research design, the study surveyed 112 multigrade teachers across ten districts. Data were gathered using a checklist and document analysis of the Results-Based Performance Management System (RPMS) ratings. Results indicated that teachers demonstrated very satisfactory competencies in self-management, professionalism, teamwork, service orientation, and innovation. Factors such as educational attainment, teaching position, class size, and distance from school significantly influenced core competencies, with teachers holding higher positions and advanced degrees exhibiting stronger professional ethics and teamwork. Moreover, teaching performance was rated as outstanding for most teachers, with a significant difference observed based on teaching positions, where Teacher III outperformed lower-ranked counterparts. These findings highlight the importance of continuous professional development, tailored training, and support mechanisms to enhance multigrade teaching effectiveness. Strengthening pedagogical strategies, resource allocation, and institutional support can further elevate multigrade education outcomes. The study underscores the need for policy interventions to optimize the teaching-learning experience in multigrade settings, ensuring equitable and high-quality education in geographically challenged areas.



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