The Teachers’ Experiences on the Implementation of the 8-Week Learning Recovery Program in Multigrade Classes

This study explored the implementation of the Learning Recovery Program (LRP) in multigrade settings, focusing on teacher competencies, instructional strategies, and systemic challenges. The research aimed to assess how multigrade teachers adapt to the demands of the LRP, particularly in the context of post-pandemic educational recovery, and to identify key enablers and barriers that influence its success. Through a combination of qualitative and quantitative methods, the study gathered insights from multigrade educators, school heads, and stakeholders across various regions, with particular attention to instructional practices, technological integration, and collaborative efforts. Findings revealed that multigrade teachers exhibit proactive preparation and strong parental engagement, which are critical to the effective implementation of the LRP. Most teachers contextualize lessons to suit the diverse needs of learners and actively involve families in the learning process. This collaborative approach not only enhances student engagement but also fosters a supportive learning environment that bridges home and school efforts. The study highlighted that regular parent-teacher communication and structured guidelines for lesson contextualization are essential to ensure consistency and effectiveness across multigrade settings. Teachers demonstrated high levels of competency in using information and communication technology (ICT), assessment tools, and multigrade teaching strategies. These competencies significantly contribute to the successful delivery of the LRP, enabling educators to tailor instruction, monitor progress, and provide timely feedback. Notably, the integration of ICT and differentiated instruction techniques has empowered teachers to address varied learning needs and promote inclusive education. However, disparities in access to digital tools and internet connectivity, especially in remote or underserved areas, pose significant challenges. Some teachers face limitations due to a lack of training and technological resources, which hinder their ability to fully leverage ICT in their teaching practices. The study further established that teachers’ competencies, particularly in ICT and feedback mechanisms, positively influence student engagement and learning outcomes. Learners respond more actively and perform better when teachers utilize interactive digital platforms, formative assessments, and personalized feedback. Despite these gains, the research identified critical barriers to LRP implementation, including insufficient program knowledge, excessive workload, and resistance to new teaching methods. These challenges underscore the need for systemic support and capacity-building initiatives to empower educators and sustain program momentum. Teacher commitment and collaboration emerged as key facilitators of LRP success. Educators who engage in peer learning, share best practices, and participate in professional development activities contribute to a culture of innovation and continuous improvement. However, the lack of structured onboarding and mentoring systems for new teachers, coupled with administrative burdens, limits the potential for sustained collaboration and growth. The study recommends the development of peer-led learning communities and streamlined administrative processes to enhance teacher support and program implementation. To address the identified gaps and strengthen teacher competencies, the research advocates for a comprehensive learning and development (L&D) plan. This plan should encompass technical training, collaborative platforms, mental health support, and access to ready-made instructional materials tailored for multigrade contexts. By prioritizing teacher well-being and professional growth, the L&D plan can foster resilience, innovation, and sustained engagement among educators. Based on the results and conclusions of this research journey, the author recommends the following actionable steps:Institutionalize Regular Parent-Teacher Communication: Schools should establish structured mechanisms for ongoing dialogue between teachers and parents. This includes scheduled conferences, feedback sessions, and collaborative planning to ensure that learning goals are aligned and contextualized effectively. Providing clear guidelines for lesson contextualization will help standardize practices and promote equity across multigrade classrooms. Ensure Equitable Access to ICT Resources: Targeted ICT training and infrastructure support are necessary to bridge competency and resource gaps. Schools and local education authorities must prioritize the provision of digital tools, internet connectivity, and technical assistance, particularly in geographically isolated and economically disadvantaged areas. Equitable access will enable all teachers to participate fully in the digital transformation of education. Develop Structured Onboarding and Mentoring Systems: New teachers require guidance and support to navigate the complexities of LRP implementation. A formal onboarding process, coupled with mentoring from experienced educators, can facilitate smoother transitions and foster professional confidence. Peer-led learning communities should be encouraged to promote collaborative problem-solving and innovation. Design and Implement a Holistic Learning and Development Plan: The proposed L&D plan should integrate technical training, collaborative platforms, mental health support, and instructional resources. Emphasis should be placed on teacher well-being, recognizing the emotional and psychological demands of multigrade teaching. Ready-made instructional materials, aligned with LRP goals, can reduce preparation time and enhance instructional quality. The successful implementation of the Learning Recovery Program in multigrade settings hinges on teacher competencies, systemic support, and collaborative engagement. By addressing barriers and leveraging enablers, educational stakeholders can create a more inclusive, resilient, and effective learning environment. The recommendations outlined in this study provide a roadmap for strengthening multigrade education and ensuring that no learner is left behind in the journey toward educational recovery and transformation. Sustain and Expand Professional Development Programs: Continuous training is vital to enhance teachers’ ICT integration, assessment literacy, and differentiated instruction skills. Professional development initiatives should be responsive to emerging educational trends and tailored to the unique needs of multigrade educators. Workshops, webinars, and certification programs can serve as platforms for skill enhancement and knowledge sharing.