Difficulties of Elementary Teachers Teaching Mother- Tongue Based- Multilingual Education

Abstract

Teachers face various difficulties, including content knowledge, instructional materials, and strategies. This study focused on the challenges of elementary teachers teaching mother tongue-based multilingual education in one of the districts of a public elementary school in a highly urbanized city during the school year 2023 – 2024. The data needed for this descriptive correlation study was collected from 100 teachers using a self-made data-gathering instrument that passed the stringent test validity and reliability using purposive sampling and Cochran’s formula. Overall, teachers’ difficulties in MTB–MLE resulted in moderate content knowledge, instructional strategies, and instructional materials. The study revealed no significant difference in the level of problems of elementary teachers teaching MTB-MLE when grouped and compared according to the aforementioned variables. The study resulted in a call for DepEd personnel and teachers who are most potent in teaching to provide teaching aid, resources, and assistance through innovation and intervention to address teachers’ difficulties.