The Relationship of Community Support to the Teaching Strategies in Handling Multigrade in Indigenous People Schools

Effective education in Indigenous People Schools, particularly in multigrade classrooms, necessitates understanding the interplay between available community support and implemented teaching strategies. The main objective of the study was to determine the level of community participation and strategies in handling multigrade in indigenous people schools. This study used a descriptive-correlational method of research. Data were collected from 108 respondents using a take all or total enumeration. The data was taken from the different multigrade indigenous people schools of the Division of Bukidnon. It used adapted questionnaire from Sison (2020). Descriptive statistics was used to describe the independent and dependent variables. Finally, Pearson product-momentum or Pearson r was used to establish the relationship. Findings revealed that the highly positive and strong agreement regarding community support strongly indicates a significant and enabling role of the community in supporting multigrade teaching within indigenous people’s schools. In teaching strategies, that the teaching strategies used in Indigenous multigrade schools are generally very effective and teachers are doing a good job using different methods to help students learn. And in relationship, community active participation and material support significantly influenced teaching strategies in multigrade Indigenous schools, particularly the use of differentiated instruction.