Predictive Influence of Teacher Challenges and School Head Support on Teaching Effectiveness in Multigrade Classrooms in Lingig I District, Division of Surigao Del Sur; A Descriptive-Correlational Study

Multigrade education remains a vital instructional modality in geographically isolated and disadvantaged communities in the Philippines, where low enrolment and limited resources make monograde classes impractical. However, multigrade teaching presents complex instructional demands that may affect teaching effectiveness, particularly in contexts with constrained support systems. This study, titled “Teacher Challenges and School Head Support as Predictors of Teaching Effectiveness in Multigrade Classrooms in Lingig I District, Division of Surigao del Sur,” aimed to determine the levels of teacher challenges, school head support, and teaching effectiveness, as well as to examine the relationships among these variables. Employing a quantitative descriptive–correlational research design, the study involved multigrade teachers from nine identified multigrade schools in Lingig I District. Data were gathered using structured survey questionnaires and analyzed through descriptive statistics (frequency, percentage, weighted mean, and standard deviation) and inferential statistics using Pearson Product–Moment Correlation Coefficient at a 0.05 level of significance. Teacher challenges were examined in terms of instructional planning and time management, classroom management and learner diversity, assessment and record-keeping, and availability of learning resources and facilities, while school head support was assessed in terms of instructional supervision and coaching, professional development support, resource mobilization and logistical support, and psychosocial and motivational support. Teaching effectiveness was measured across lesson delivery and differentiated instruction, classroom organization and learning environment, learner engagement and support, and assessment practices and feedback. Findings of the study provide empirical, district-level evidence on how teacher challenges and school head support are related to teaching effectiveness in multigrade classrooms. The results are expected to inform school-based planning, instructional supervision, and leadership interventions aimed at strengthening multigrade teaching in geographically isolated and disadvantaged contexts.