Bridging Perception Gaps: Instructional, Professional, and Personal Characteristics of Multigrade Teachers in Laoang, Northern Samar
Lea L. Casane *
University of Eastern Philippines, Laoang Campus, Laoang, Northern Samar, 6411, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study explored the perceptions of instructional competence, professional characteristics, and personal attributes among multigrade teachers and school heads. Using a quantitative research design and a highly reliable survey instrument (Cronbach’s Alpha = 0.995), data were gathered from 42 participants selected through complete enumeration. Descriptive statistics were used to compare the mean ratings between the two groups. Results revealed a significant divergence in perceptions: multigrade teachers rated themselves more favourably than school heads did, suggesting a perceptual gap in how teacher attributes are viewed across roles. To address this discrepancy and enhance multigrade education, the study recommends collaborative professional development, mentorship initiatives, the establishment of clear evaluation criteria, and formal recognition of the contributions of multigrade teachers. These strategies aim to foster mutual understanding, improve instructional practices, and create a more supportive educational environment.
Keywords: Instructional competence, professional characteristics, personal characteristics, multigrade classes, teacher self-assessment, school head evaluation, professional development programs, mentorship initiatives