ATTRIBUTES OF AN EFFECTIVE MULTIGRADE CLASSROOM MANAGEMENT: EXPLORATORY APPROACH

HAIMIN B. AMBAS

doi:10.65010/seairj.v7i3.283

ATTRIBUTES OF AN EFFECTIVE MULTIGRADE CLASSROOM MANAGEMENT: EXPLORATORY APPROACH

HAIMIN B. AMBAS

Abstract

This study explored the attributes of effective multigrade classroom management in geographically isolated public elementary schools in the Municipality of Kalamansig, Sultan Kudarat. An exploratory sequential mixed-methods design was employed, beginning with a qualitative phase using semi-structured interviews with eight (8) multigrade teachers, followed by a quantitative phase for instrument development and validation. Qualitative data were analyzed using thematic analysis, which revealed five major themes: patience and emotional resilience, instructional flexibility, organizational and planning skills, relational and cultural responsiveness, and authority and consistency. Based on these findings, a 53-item questionnaire was developed and subjected to exploratory factor analysis, resulting in a refined 34-item instrument grouped into three dimensions: Adaptive and Inclusive Classroom Management, Professional Commitment and Multigrade Teaching Disposition, and Classroom Organization and Learning Support Structures. Reliability analysis using Cronbach’s alpha showed excellent overall internal consistency (α = 0.950). The study concludes that effective multigrade classroom management is a multidimensional construct, and the developed instrument is valid and reliable for assessing classroom management practices and supporting teacher development in multigrade settings.

Keywords

Multigrade Classroom Management, Teacher Attributes, Exploratory Sequential Design, Instrument Development, Kalamansig, Sultan Kudarat, Philippines

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DOI: http://dx.doi.org/10.65010/seairj.v7i3.283

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