Challenges of Multi-grade Teachers in ESL: Basis for the Proposed Enhanced Capacity for Multigrade ESL Teaching

This study assessed the specific issues encountered by teachers of various grades, including crucial areas like training, timetable, instructional materials, classroom management, and language barriers. This study used a convergent parallel mixed-methods research design, wherein qualitative and quantitative techniques were combined to examine the challenges of 101 multigrade teachers across the 12 districts in Siargao Division, Philippines, using survey questionnaires, in-depth interviews, and focus group discussions. Purposive sampling was used, whereas frequency count, percentage distribution, mean, standard deviation, ANOVA, Scheffé's test were applied to analyze the data. This study is anchored in Vygotsky's Social Constructivism and Biddle's Teacher Role Theory, the results showed that although challenges in training, instructional materials, and classroom management are not as prominent serious challenges remain in time management and language barriers. Younger, novice, and non-married teachers, and those in lower teaching positions or with less educational attainment, faced heightened challenging training, timetabling, and classroom management. Teachers of Grades 1 and 2 faced more problems regarding the timetable compared to teachers teaching higher grades, and teachers with lower performance ratings faced more problems in all five aspects. These findings underscore the necessity to have targeted interventions to address these persistent barriers. Thus, the program “Enhanced Capacity for Multigrade ESL Teaching” would take shape to empower the multigrade teacher for the betterment of the learning outcomes.