This study aimed to explore the challenges encountered and coping practices of multigrade teachers in selected districts of the Division of Lanao del Norte for the school year 2024–2025. Multigrade teaching, typically implemented in rural and resource-limited contexts, presents various intrinsic and extrinsic difficulties, including increased workload, time constraints, curriculum alignment issues, and lack of instructional materials. Using a descriptive-correlational research design, the study involved 42 multigrade teachers. Data were collected through validated questionnaires and analyzed using weighted mean, correlation, and regression analysis. Findings revealed that correlation analyses using Spearman’s rho indicated no significant relationship between teachers’ coping practices (both intrinsic and extrinsic) and the challenges they encountered. Likewise, multiple regression analysis showed that demographic variables (e.g., age, sex, civil status, educational attainment, plantilla position, number of trainings) and types of challenges (intrinsic and extrinsic) did not significantly predict either intrinsic or extrinsic coping mechanisms. The findings imply that factors beyond individual demographics and perceived challenges such as school leadership, institutional support, and professional culture may play a more substantial role in shaping coping strategies. This aligns with Bandura’s Social Cognitive Theory, which emphasizes the importance of environmental and social influences in behavioral adaptation. The study recommends strengthening school-based support systems and peer collaboration networks to enhance the well-being and effectiveness of multigrade teachers.
Ruelan et al. (Thu,) studied this question.
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