Preparedness on Mother Tongue-Based Multilingual Education (MTB MLE) and Instructional Competence of Grade 1 and 2 Teachers in Libungan West District

This study investigated the level of preparedness and instructional competence of Grade 1 and 2 teachers in Libungan West District, Libungan, Cotabato, Philippines, in implementing Mother Tongue-Based Multilingual Education (MTB-MLE). The research explored the socio-demographic profile of the teachers, their level of preparedness for MTB-MLE, their instructional competence, and the challenges they encounter. Findings revealed a very extensive level of preparedness for MTB-MLE across all areas: pupils, teachers, instructional materials, and training. Teachers believed that pupils were well-prepared to engage in MTB-MLE, and they felt confident in their ability to teach in the mother tongue. The availability of culturally appropriate instructional materials further supported the program's implementation. However, significant challenges were identified, including varying levels of fluency in the mother tongue among pupils, insufficient teacher training in MTB-MLE, and limited access to culturally relevant instructional materials. A strong positive correlation was found between teacher preparedness and instructional competence, highlighting the importance of adequate training and resources. The study concludes that while Libungan West District is well-prepared for MTB-MLE, addressing the identified challenges is crucial for ensuring the program's effectiveness and sustainability. Recommendations include providing comprehensive teacher training, developing culturally appropriate materials, and fostering a supportive school environment. By addressing these issues, the district can create a more equitable and effective educational environment that supports the linguistic and academic growth of all students.