Technical Support to Multigrade Program in Philippine Education
(TS MPPE) Project Component 1: Multigrade Program Review
Dear School Principal/School Head/Teacher-in-Charge:
The Department of Education (DepEd), with support from Southeast Asian Ministers of
Education Organization Regional Center for Educational Innovation and Technology
(SEAMEO INNOTECH) and United Nations Children’s Fund (UNICEF), is conducting a
survey for the Technical Support to Multigrade Program in Philippine Education
(MPPE) Project Component 1: Multigrade Program Review.
Part of the Multigrade Program Review is the administration of a survey questionnaire
soliciting feedback from implementers and stakeholders of the MPPE. The data generated
from this survey will be used as inputs to policy formulation, program improvement and
scaling up for adoption in other areas. Rest assured that the survey will not be used in any
way to evaluate personnel performance.
Please complete the questionnaire by either filling out the needed information or by
putting a check mark in appropriate spaces. Note that there are items in which you
may have one or more answers. In such cases, you can check as many options as
applicable. In cases where your answer is different from the given options (“others”),
please specify your answer.
Your responses are very important to DepEd in its efforts to improve the MPPE, so please
read the instructions carefully. All information asked are about the MULTIGRADE
PROGRAM in your school. Please be reminded to answer all items as completely and as
accurately as you can. Please do not leave any item blank. Use additional sheets if
necessary. Attach reports for statistical information already available.
When you have completed the survey form, please return, either by posted mail/courier
delivery service, email or through fax to the following on or before 9 June 2017:
Ms. Yolanda De Las Alas
Senior Specialist
[email protected]
Ms. Rhea Rabin
Project Consultant
[email protected]
Ms. Emmy Yanga-Domingo
Project Associate
[email protected]
Solutions Adaptation Unit
Educational Research and Innovation Office
SEAMEO INNOTECH
Commonwealth Avenue, Diliman, Quezon City
Fax Nos.: 02 926 1554; 02 351 7147
Tel Nos.: 02 924 7681 to 84 loc. 145, 124, 118, 160
Your cooperation in completing this questionnaire is greatly appreciated.
TS-MPPE Project Team
TS-MPPE Survey Questionnaire for Multigrade School page 1
PART 1. SCHOOL BACKGROUND
1.1. Complete Name of School
(official name that is in EBEIS)
1.2. School ID
1.3. Complete Address: (street, barangay,
municipality/city, province)
District:
School Division:
Region:
1.4. Name of School Head
1.5. Contact Number/Mobile
1.6. Email Address
1.7. Official Title/Designation of
School Head at current post (e.g.
Teacher-in-Charge, head teacher, principal,
cluster head)
1.8. Number of Years in the Position
Position
Number of Years
From Year ___ to Year ___
Cluster Head
Principal
Head Teacher
Teacher-in-Charge
1.9. Educational Background of School Head
⧠ Bachelor Degree
⧠ Masteral Degree
⧠ Doctoral Degree ⧠ Others
_________________
1.10. Age of School Head
⧠ Below 30
⧠ 31-40
⧠ 41-50 ⧠ 51-60
⧠ 60 and above
1.11. Urban/Rural Setting of the School. Check one box only.
 Highly urbanized city area
 Municipal or town center
 Outside the town center
 Rural area
 Others (please describe)
______________________________________
1.12. Type of community where school is located (Check all that apply.)
 Industrial community
 Indigenous community
 Agricultural community
 Muslim community
 Fishing community
 Resettlement community
 Island community
 Mining community
 Upland community
 Others (please describe)
____________________________________________
TS-MPPE Survey Questionnaire for Multigrade School page 2
1.13. Types of learners accommodated by the school in School Year 2016-2017 (Check
all that apply.)
 Children with disabilities
 Chronically-ill children
 Formally assessed “gifted”
children
 Indigenous peoples
 Muslim children
 Indigent (4Ps Beneficiaries)
 Displaced/homeless children
 Child laborers
 Street children









Children in armed conflict areas
Disaster-affected children
Over-aged children
Children in far-flung remote areas
Wasted or malnourished children
Abused children
Children in conflict with the law
Abandoned children
Others (please specify)
_______________________________________
1.14. Language/s (e.g., mother tongue) spoken by pupils in your school. Identify top
three.
 Akeanon
 Kinaray-a
 Waray
 Bikol (Naga)
 Maguindanao
 Yakan
 Botolan Sambal
 Meranaw
 Others (please
specify)
 Chavacano
 Pangasinan
_____________________
 Hiligaynon
 Sinugbuanong
_____________________
Binisaya
 Ibanag
_____________________
 Surigaonon
 Ilokano
 Tagalog
 Ivatan
 Tausug
 Kapampangan
1.15. Type of School:
 Central
 Non-central
 Complete
o
o
o
For Multigrade Schools and schools with
Multigrade classes, specify grade combinations.
(tick all appropriate combinations).
Pure Multigrade School
Monograde/Single-grade Class
School
Multigrade School with Singlegrade class/es
 Incomplete
Pure Multigrade School
Monograde/Single-grade Class
School
o Multigrade School with Singlegrade class/es
 Integrated (Elementary and High
o
o
School levels)
 K and Grade I
 K, Grade I and II
 Grades I and II
 Grades I, II, III and IV
 Grades III and IV
 Grades I, II, III, IV and V
 Grades V and VI
 Grades I, II, III, IV, V and VI
 Grades I, II and III
 Grades II and III
 Grades IV, V and VI  Grades IV and V
 Grades II, III and IV  Grades III, IV, and V
 Other combination (please specify)
_____________________________________________________________
_____________________________________________________________
 Annex/Satellite
TS-MPPE Survey Questionnaire for Multigrade School page 3
1.16. Number of Multigrade Teachers
School Year
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
Male
Female
Total
PART 2. TEACHING-LEARNING RESOURCES AND FACILITIES for Multigrade Pupils
(From SY 2012-2013 to SY 2016-2017)
2.1. Teaching resources available and being used by teachers for multigrade
instruction. In each box (columns 1-5), write if Yes or No or N/A for not applicable or
N/I for No Idea. For column 6, indicate source, e.g., DepEd, NGO, LGU, teacher. If the
materials are available (column 1), kindly provide the needed information for columns 2
to 6.
1
Available
2
Utilized
3
4
5
6
Adequate1
Complete2
Set
Aligned with
the Special
Requirements
of Multigrade
in YOUR
Context (e.g.,
IP, conflict
area, pupils
with special
needs)
Provider
number for
all teachers
Minimum Learning
CompetenciesMultigrade
Budget of Work (BoW)
Multigrade Teach-Learn
Package
Teachers’
Guide/Manual
Session Guides
Lesson Plan
Others (Please specify)
1
Adequacy in terms of having enough number for all students of multigrade classes
Complete means that all sets and pages are provided (i.e., if there are three modules, all three sets are
provided) and there are no missing parts.
2
TS-MPPE Survey Questionnaire for Multigrade School page 4
2.2. Learning resources available and being used by students and teachers for
multigrade instruction. In each box (columns 1-5), write if Yes or No or N/A for not
applicable or N/I for No Idea. For column 7, indicate source, e.g., DepEd, NGO, LGU,
teacher. If the materials are available (column 1), kindly provide the needed information
for columns 2, 3, 4, and 5.
1
2
3
4
5
6
7
Available
Available in
what
language
(please
specify)
Utilized
Adequate
number
for all
students
Complete
Set
Aligned with
the Special
Requirements
of Multigrade
in YOUR
Context (e.g.,
IP, conflict
area, pupils
with special
needs)
Provider
Visual aids (e.g.,
photographs, posters,
flashcards)
Audio materials (e.g.,
songs, audio books)
Multimedia materials
(e.g., video
presentation/ clips,
video games)
Self-learning materials
(e.g., modules, etc)
Activity
sheets/worksheet
Textbooks
Manipulatives
Multi-level materials
Science kit or
equipment
Others (please specify)
2.2.1. Are there innovative and/or unconventional learning resources that
teacher/s make and utilize for multigrade instruction? ⧠ Yes
⧠ No
2.2.1.1 If yes, please enumerate below:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
TS-MPPE Survey Questionnaire for Multigrade School page 5
2.2.2. Are there indigenous learning resources (e.g., real objects, indigenous
supplementary materials, community members as resource persons) that teachers
utilize for multigrade instruction? ⧠ Yes
⧠ No
2.2.2.1 If Yes, please enumerate below:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2.3. Challenges related to multigrade teaching-learning resources. (Check all that
apply.)






No materials provided
Incomplete multigrade materials
Late distribution of materials
Insufficient supply of materials
Lack of supplementary materials
Outdated materials
 Language of materials is not
suitable (i.e., in English or not in mother
tongue)
 Failure to produce learning
materials
 Inappropriateness of materials
provided
 Requires access to other inputs
not available (e.g., computer
facilities, electricity, internet)
 Incomplete Teacher
Guides/manuals
 Others (please specify)
_____________________________________
_____________________________________
_____________________________________
2.4. Learning facilities available and being used by students and teacher/s for
multigrade instruction. In columns 1 and 2, write if Yes or No or N/A for not applicable
or N/I for No Idea. In column 3, indicate source (e.g., DepEd, NGO, LGU, teacher).
1
Available
2
Utilized
3
Provider
ICT
Internet/
electronic
resources
Computer
LCD Projector
Mobile devices, (e.g., iPad,
etc)
Virtual library
Online educational games
Others (please specify)
Audio/visual equipment (e.g., CD/DVD
player, speaker, etc)
Reading Corner
Learning Corner
Group work tables
Boards (aside from traditional chalkboard)
Movable dividers
Learning Areas (kiosk)
Others (please specify)
TS-MPPE Survey Questionnaire for Multigrade School page 6
2.5. Challenges related to multigrade school facilities. Describe the general state of
facilities provided for multigrade pupils. Put a (√) check under the appropriate
column/s.
Facilities
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
Insufficient
Damaged/
dilapidated
Unavailable
Classrooms
Desks
Chairs
Electricity
Ventilation
Lighting
Water supply
Handwashing areas
Common toilets/restrooms
Boy’s toilets/restrooms
Girl’s toilets/restrooms
Teacher’s toilets/restrooms
Principal’s toilet/restroom
Library
Computers
Internet
Computer room
Audio Visual/Media Center
Office of the Principal
Faculty Room
PTA Office
Parents’ waiting area
Canteen/Cafeteria
Medical clinic
Bulletin Boards
Gymnasium /covered court
Stage
Multi-purpose hall
Orchard/garden area
Outdoor space
Trash cans
Gate / Fence
Others (please specify)
PART 3. CURRICULAR AND CO-CURRICULAR ACTIVITIES [in consultation with
teachers] in Multigrade Classes (From SY 2012-2013 to SY 2016-2017)
3.1. Does your school follow the K to 12 curriculum? Please put a check in the
appropriate box.
⧠ Yes (proceed to 3.1.1.)
⧠ No (proceed to 3.1.2.)
TS-MPPE Survey Questionnaire for Multigrade School page 7
3.1.1. If Yes, are there topics/competencies in the K to 12 curriculum that are NOT
covered per grade level? ⧠ Yes
⧠ No
3.1.1.1. If yes, kindly enumerate those topics/competencies that are not
covered per grade level.
Grade Level
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Topics that are NOT covered
3.1.2. If No, what curriculum does your school use? Please identify or describe:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3.2. Does the curriculum meet the learning needs of the following types of multigrade
learners in your school? (Check all that apply.)
 Children with disabilitie
 Chronically-ill children
 Formally assessed “gifted”
children
 Indigenous peoples
 Muslim children
 Indigent (4Ps Beneficiaries)
 Displaced/homeless children
 Child laborers
 Street children









Children in armed conflict areas
Disaster-affected children
Over-aged children
Children in far-flung remote areas
Wasted or malnourished children
Abused children
Children in conflict with the law
Abandoned children
Others (please specify)
_________________________________________
3.3. What co-curricular activities are implemented for multigrade pupils? Please
enumerate:
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
3.3.1. Are the co-curricular activities implemented relevant to the type of
multigrade learners in your school? ⧠ Yes
⧠ No
3.4. Does your school adapt/localize the curriculum to suit multigrade situations?
⧠ Yes
⧠ No
TS-MPPE Survey Questionnaire for Multigrade School page 8
3.4.1. If Yes, describe how.
________________________________________________________________________________________
________________________________________________________________________________________
_______________________________________________________________________________________
3.4.2. If No, explain why not.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3.5. Are the textbooks provided to the school appropriate for multigrade classes?
⧠ Yes
⧠ No
3.5.1. If No, why not?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3.6. Challenges related to curriculum implementation in a multigrade setting (Check
all that apply.)
 Difficulty in class programming/
scheduling under K to 12
 Difficulty in reconciling/aligning
competencies
 Different languages or medium of
instruction/learning
 Differences in curriculum
 Time allotment differences
(Grades 3 & 4)
 Incomplete Teacher
Guides/manuals
 Others (please specify)
_________________________________________
_________________________________________
PART 4. CLASSROOM ORGANIZATION in Multigrade Classes [in consultation with
teachers] (From SY 2012-2013 to SY 2016-2017)
4.1. Does your school follow a particular floor plan or classroom layout (i.e., physical
space/set-up) in arranging multigrade classrooms? ⧠ Yes
⧠ No
4.1.1. If Yes, what floor plan is most effective for a multigrade class? Please describe
below or attach an additional sheet with a sketch of the floor plan.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
TS-MPPE Survey Questionnaire for Multigrade School page 9
4.2. Time Allotment per Learning Area in SY 2016-2017. Please write the timetable
per multigrade class below or attach the timetable if already available.
Grade Levels
Day
Time
Subject
4.3. Challenges teachers face in managing multigrade classrooms and/or organizing
students (Check all that apply.)









Lack of training in multigrade classroom management
Negative attitude/perception of teachers
Classroom management style not suitable for multigrade setting
Negative attitude and behavior of students
Poor teacher-student relationship
Low student attendance/participation
Lack of space/facilities to execute grouping
Poor learning environment not suitable for multigrade setting
Others (please specify) ___________________________________________________________________
TS-MPPE Survey Questionnaire for Multigrade School page 10
4.4. Multigrade organizational/grouping approaches/ strategies. Check if they are
utilized by teachers and specify the subject and time allotment. Please refer to the brief
description of each approach/strategy if the term is not familiar to you.
Multigrade Approaches/Strategies
Utilized by
Teachers
(check if yes)
List
Subjects
used
Time
Spent
Subject staggering (Subjects are staggered on a timetable. Groups learn
different subjects at the same period (e.g., in a multigrade of three grade
levels, Group 1 and 2 work independently on Arts while Group 3 is being
taught by the teacher in English.)
Common timetable (Students of various grade levels learn the same subject
at the same time with different work program (e.g., for the first period, the
combined class learn Science, then for the next period, they all learn
Mathematics.)
Subject integration (Subjects that can be integrated, (e.g., Filipino and
Araling Panlipunan/Edukasyon sa Pagpapakatao or English and Science, are
presented by the teachers at the same time to all grade levels.)
Subject grouping (All grade levels are taught the same subject for the whole
period (e.g., subjects can be grouped based on the medium of instruction such
that all students learn subjects that use Filipino or Mother Tongue on
Mondays, Wednesdays and Fridays and they learn subjects in English the rest
of the days.)
Integrated day (With no fixed timetable, pupils work independently with the
freedom to choose what subject to study and when.)
Spiral curriculum (Students of two or more grades are taught together
through curriculum alignment and themes/integrated curriculum for topics
and desired learning outcomes that overlap (e.g., lower class given the simple
topic while the other higher class, the higher and more complex topic.)
Curriculum rotation (Students of different grades learn together the
required topic in different order, such that one lower grade topic is learned
this year, then the higher grade topic is learned the next year.)
Parallel curriculum (Students share the same themes or subjects but study
the syllabus for their grade, with each grade taught in turn.)
Within-grade grouping (Students of the same achievement, ability, interest,
etc. are grouped to work on an activity.)
Cross-grade grouping (Students of same or different level of ability are
grouped together, with the grouping changing from subject to subject, and
activity to activity, depending on the purpose of the teacher.)
Peer tutoring (Student teach another student, formally or informally.)
Others (please specify)
Sources: The Multigrade Training Resource Package (DepEd, 2008) and Teaching the World’s Children: Theory and
Practice in Mixed-Grade Classes (Cornish, 2009)
PART 5. INSTRUCTIONAL PRACTICES in Multigrade Classes [in consultation with
teachers] (From SY 2012-2013 to SY 2016-2017)
5.1. Did the teachers receive relevant training on multigrade teaching? ⧠ Yes
⧠ No
TS-MPPE Survey Questionnaire for Multigrade School page 11
5.1.1. If Yes, check the training program/s provided for the teachers on multigrade
instruction in the first column of the table below, then list competencies learned
(e.g., differentiated instruction, grouping strategies, developing learning resources)
and rate the usefulness.
Training Program
(please check if provided)
Training
Provider or
Organized
by
(please specify)
Competency/ies Learned
(e.g., differentiated instruction,
grouping strategies, developing
learning resources)
Usefulness of
Training to MG
teachers (Write
1 if Very Useful,
2 if Useful, & 3 if
less useful
 Teacher Induction Program
specifically for multigrade
teachers
 Learning Action Cell
sessions focused on
multigrade instruction
 Summer Training Program
for Multigrade Teachers
 National Training of
Trainors on Differentiated
Instruction
 National Training on
Multigrade Instruction for
K to 3
Curriculum
Divisionwide
Pedagogy
Assessment
Multigrade
Instructional
Training
Region-wide
Multigrade
Training
Nationwide
Multigrade
Training
Materials
Classroom
Management
Others
Curriculum
Pedagogy
Assessment
Instructional
Materials
Classroom
Management
Others
Curriculum
Pedagogy
Assessment
Instructional
Materials
Classroom
Management
Others
Others
(please
specify)
TS-MPPE Survey Questionnaire for Multigrade School page 12
5.2. Do teachers adapt or modify their teaching strategies to suit the learning
needs of the students in a multigrade class? ⧠ Yes
⧠ No
5.2.1. If Yes, how does the school head monitor the adaptation? Please
explain.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
5.3. Are the teachers familiar with DepEd’s Budget of Work3 (BoW)? ⧠ Yes
⧠ No
5.3.1. If Yes, are the teachers using BoW?
⧠ Yes (proceed to question 5.3.1.1.)
⧠ No (proceed to question 5.3.1.2)
5.3.1.1. If Yes, how helpful is it?




Very helpful
Helpful
Not very helpful
Not helpful at all
5.3.1.2. If No, give reason/s below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
5.3.1.2.1. If the teachers are not using BoW, what alternative is
being used? Please specify or describe.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
5.3.1.3. Do multigrade teachers experience challenges in using BoW?
⧠ Yes
⧠ None
5.3.1.3.1. If yes, please specify.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Based On DepEd Order 78, s. 1993, Budget of Work “consists of objectives in the MLC-MG realigned or clustered
To assists the teachers in the preparation of their daily plans.”
TS-MPPE Survey Questionnaire for Multigrade School page 13
5.4. Teaching strategies commonly implemented in multigrade classrooms
Teaching Strategies
Implemented in
MG Classrooms?
Subject/s wherein it work/s
(list as many)
(check if yes)
Cooperative Group Learning
Debate
Demonstration/Modeling
Discovery/Inquiry-based
Field trip
Hands-on/Learn by doing
Homework
Lecture
Journal writing
Peer tutoring
Project-based
Self-directed Learning
Simulation/Role-play
Others (please specify)
5.5. Instructional grouping strategies commonly implemented by multigrade teachers
Teaching Strategies
Implemented in
MG Classrooms?
Subject/s wherein it works
(list as many)
(check if yes)
Similar ability groups (not
necessarily grade groups)
Mixed ability groups
Interest groups
Friendship groups
Peer groups (age or grade)
Source: DepEd’s The Multigrade Training Resource Package
TS-MPPE Survey Questionnaire for Multigrade School page 14
5.6. Challenges related to multigrade instruction (Check all that apply.)
 Difficulty in using different
program options (such as those in
item 5.4.)
 Teachers’ lack of training
 Unsuitable teaching styles of
teacher
 Poor teacher-pupil interaction
 Large class size
 Lack of learning resources
 Poor learning environment
 Unfamiliarity/Difficulty in
complying with the Daily Lesson
Log (DLL) issuance
 Managing instructional time
 Maintaining student interest/
motivation
 Inappropriateness of
strategies/approaches
 Different languages of
instruction/learning
 Difficulty in bridging first language
(L1) to second language (L2) to third
language (L3)
 Addressing diverse learning needs
 Others (please specify)
____________________
5.7. Major factors that in your observation significantly contribute to the academic
performance of multigrade learners in your school (Check all that apply.)







Teacher-student relationship
Interaction among students
Class participation
Instructional delivery
Learning environment
Study habits
Health and nutrition status of
students



Self-esteem of students
Learning ability of students
Intrinsic motivation of students to
learn

Parental support

Others (please specify)
_______________________________________________
_______________________________________________
PART 6. ASSESSMENT METHODS/PRACTICES in Multigrade Classes [in consultation
with teachers] (From SY 2012-2013 to SY 2016-2017)
6.1. Types of traditional assessment being utilized by multigrade teachers (Check all
that
apply.)
 Quiz (written)
 Long tests
 Quiz (oral)/recitation
 Standardized tests
 Worksheets/seatworks
 Others (please specify)
_______________________________________
 Assignments
_______________________________________
 Projects
 Essay
6.2. Do multigrade teachers employ non-traditional (alternative) assessment?
⧠ Yes
⧠ No
TS-MPPE Survey Questionnaire for Multigrade School page 15
6.2.1. If Yes, check all non-traditional assessment/s implemented in multigrade
classes.
 Anecdotal records
 Observation checklist
 Actual performance/
demonstration
 Portfolio Assessment
 Peer Assessment
 Team Assessment
 Teacher observation
 Teacher checklist







Student-teacher conference
Analysis of student’s output
Student journal/reflection log
Group reflection activities
Self-evaluation
Teacher-student interview
Others (please specify)
___________________________________________
_________________________________________
6.3. Uses of assessment results in relation to item 6.2.1. Check all that apply in the first
column. In the second column, indicate how often the checked assessment is being
implemented/used by writing the number 1 for Always, 2 for Sometimes, and 3 for Not yet.











Results of Assessment of Multigrade Classes are used to:
(check all that apply)
Identify strengths and weakness of students as an input to
modifying and differentiating teaching and learning activities.
Identify what was learned by students or the learning
progress of students.
Provide feedback to teachers regarding appropriate
instructional steps/strategies and learning materials to use.
Measure what a student has achieved in relation to the
target learning outcomes.
Determine readiness of learners to move to the next
competency level.
Give feedback to students on their thought processes or how
they learn.
Report the learning outcomes to parents and other
stakeholders.
Measure the effectiveness of the pedagogy (teaching
methods).
Provide input to the review/evaluation of multigrade
education program for continuous improvement.
Provide inputs to internal and external quality assurance of
multigrade schools.
Others (please specify)
____________________________________________________
Frequency of Use
(indicate number)
TS-MPPE Survey Questionnaire for Multigrade School page 16
6.4. Challenges related to multigrade assessment (Check all that apply.)






Lack of teacher capacity in developing and using different assessment tools
Difficulty in ensuring the reliability and validity of assessment
Inappropriateness of assessment methods
Misconception about assessment (use for grading purposes only)
Not enough resources to support assessment implementation
Lack of/limited use of assessment results to inform future instructional planning
and addressing learning gaps/remediation needs
 Others (please specify)
________________________________________________________________________________________________
PART 7. INSTRUCTIONAL LEADERSHIP PRACTICES (From SY 2012-2013 to SY 2016-2017)
7.1. Funds provided to the school for multigrade
Type of Funds
Amount provided for the
School Year 2016-2017
Are these funds received on
time? (Write Yes or No)
MOOE
Special Education Fund from Local
Government Unit/Local School Board
Funds from PTA
Funds from Private Sector
Funds from other donors, e.g., NGOs
Others (please specify)
7.2. Do you, as school head, generate external/stakeholder’ support for your school
improvement? ⧠ Yes
⧠ No
7.2.1. If Yes, please identify the stakeholder/s which provide support to your school.
(Check all that apply.)
 Parents
 Community
 Local Government (please check the LGU Level)
o Barangay
o City/Municipal government
o Provincial government






Private corporations/industries/organizations
Private individual/group
Alumni Association
Non-government organization
International development partners (e.g., UNICEF, UN, USAID, DFAT, JICA)
Others (please specify)
_______________________________________________________________________________________
TS-MPPE Survey Questionnaire for Multigrade School page 17
7.2.2. If Yes, how much contribution from external sources were you able to use in
the last school year 2016-2017? (If the school receive non-cash support, please
provide an estimate of the monetary amount of support received.)
Check the Range of Total Cash plus
Monetary Equivalent of Support
Received
 Below PhP 999
 PhP 1,000-9,999
 PhP 10,000-49,999
 PhP 50,000-99,999
 above PhP100,000
List all Support Received in Kind
(e.g., books, food for the feeding program,
chairs, school supplies, computers, etc)
7.2.3. In what aspect/s of the multigrade school improvement plan (SIP) is/are the
support being used for? (Check all that apply.)
 Infrastructure (e.g., classroom construction/repair)
 Schools furniture (e.g., chairs, tables, chalkboards)
 School facilities (e.g., computer laboratory, science lab, gymnasium)
 ICT equipment (e.g., computers, printer, internet connection)
 Learning materials (e.g., books, educational video)
 Teacher training
 Others (please specify)
________________________________________________________________________________________
7.3. Instructional supervision and support provided by school head to multigrade
teachers (Check all that apply.)
 Regular classroom observation
 Clinical supervision session
 Checking of Budget of
Work/lesson plan
 Regular meetings/conference
with teachers
 Learning Action Cell sessions
 Mentoring
 Regular teacher performance
evaluation
 Others (please specify)
____________________________________
____________________________________
____________________________________
7.4. Do you have a monitoring and evaluation system for multigrade instruction?
⧠ Yes
⧠ No
7.4.1. If Yes, how often?
 Daily
 Weekly
 Monthly
 Quarterly
 Yearly
 Others (please specify)
___________________
TS-MPPE Survey Questionnaire for Multigrade School page 18
7.4.1.1. If Yes, what monitoring tools do you use? (Check all that apply.)
 Observation Guide
 Checklist
 Others (please specify)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
7.4.2. If No, what prevents you from having one?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
7.5. As school administrator, did you receive any form of training on how to supervise,
monitor and evaluate multigrade schools? ⧠ Yes
⧠ No
7.5.1. If Yes, please list the trainings received, dates, and providers in the table
below.
Title of Training
Date/s Training
Total
Number of
Training
Hours
Training Provider
(e.g., DepEd Central
Office, Regional Office,
Division Office, NGO,
private organization)
7.6. Is the multigrade program in your school regularly supervised and monitored by
DepEd? ⧠ Yes
⧠ No
TS-MPPE Survey Questionnaire for Multigrade School page 19
7.6.1. If Yes, who monitors and how often is the monitoring conducted? Please
check appropriate box
Who Monitors
Weekly
Monthly
Quarterly
Twice a
Year
Yearly
Others
(specify)
District Supervisor
Division Supervisor
Schools Division
Superintendent/
Assistant Schools
Division Superintendent
Regional Office
Personnel
Central Office Personnel
Others (please specify)
7.6.2. Uses of multigrade program monitoring results (Check all that apply.)








Feedback for instructional improvement by teachers
Basis for school improvement planning
For follow-up/evaluation of training programs conducted
Basis for programming/planning at the Division Office
Basis for programming/planning at the Regional Office
Basis for programming/planning at the Central Office
Input to policy formulation
Others (please specify)
______________________________________________________________________________________
______________________________________________________________________________________
_____________________________________________________________________________________
TS-MPPE Survey Questionnaire for Multigrade School page 20
7.7. Challenges related to multigrade school leadership/ supervision/ monitoring
(Check all that apply.)













Irregular supervision and monitoring
Absence of monitoring tools
Monitoring tools are available but difficult to use
Head teacher has difficulty in monitoring and supervising fellow teachers/peers
Limited orientation/training on multigrade leadership/supervision
Limited resources to conduct supervision and monitoring
Engaging stakeholders with negative attitude towards multigrade instruction
Inadequate technical support received from DepEd
Non-adherence to policies and guidelines on multigrade program (e.g., DepEd Order
96, s. 1997 [Policies and Guidelines in the Organization and Operation of Multigrade (MG) Classes],
Regional and Division Guidelines)
Poor teacher welfare program in multigrade setting
Teachers are burdened with dual tasks as teachers and school leaders/school heads
Geographic remoteness of school as barrier to regular monitoring and supervision
Others (please specify)
____________________________________________________________________________
PART 8. PARENTAL AND COMMUNITY SUPPORT for the School (From SY 2012-2013 to SY
2016-2017)
8.1. What percentage of parents actively support the school? (Check only one.)
 25 percent and below
 26 to 50 percent
 51 to 75 percent
 76 to 100 percent
8.1.1. Kinds of support parents provide for the school. (Check all that apply.)
 Knowledge sharing/instructional assistance (e.g., serve as teacher
aid/resource person)
 Administrative assistance (e.g., serve as clerk, treasurer)
 Provision of needed learning resources
 Assistance in fund raising
 Free labor assistance (e.g., security, maintenance, repair, cafeteria
management)
 Others (please specify)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
TS-MPPE Survey Questionnaire for Multigrade School page 21
8.2. Does the school receive support from the community, particularly the Barangay or
other community-based organizations/civic society organizations? ⧠ Yes
⧠ No
8.2.1. Kinds of support that the community provides for your school (Check all
that apply.)
 Knowledge sharing/instructional assistance (e.g., serve as teacher
aid/resource person)
 Administrative assistance (e.g., serve as clerk, treasurer)
 Provision of needed learning resources
 Assistance in fund raising
 Free labor assistance (e.g., security, maintenance, repair, cafeteria
management)
 Others (please specify)
____________________________________________________________________________________
8.3. Does the school have a School Governing Council? ⧠ Yes
⧠ No
8.3.1. If Yes, how often does it meet?






Weekly
Monthly
Quarterly
Twice a year
Yearly
Others (please specify) _____________
8.3.2. What support does the School Governing Council give to your multigrade
school? Please specify below.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
8.4. Does the school have a Parent-Teacher Association? ⧠ Yes
⧠ No
8.4.1. If Yes, how often does it meet?






Weekly
Monthly
Quarterly
Twice a year
Yearly
Others (specify) ___________________
TS-MPPE Survey Questionnaire for Multigrade School page 22
8.4.2. What support does the Parent-Teacher Association give to the
multigrade school? Please specify below.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
8.5. Challenges in engaging the participation and generating support of parents and
community in a multigrade context (Check all that apply.)











Lack of time of parents and members of the community
Lack of knowledge about the multigrade program
Negative attitude towards multigrade education
Lack of interest of parents in school operations
Poor condition of the community
Low level of literacy skills of parents as a barrier to engagement
Small size of the community/parent population
Low attendance during parent-teacher meetings
School Governing Council not active or fully functioning
Poor school-community relationship
Others (please pecify)________________________________________________________________
8.6. What are your strategies in engaging the community to participate in school
activities? (Check all that apply.)










Engaging community stakeholders in school governance (e.g., defining the
organizational structure, and roles and responsibilities of stakeholders, joint
development planning, monitoring, assessment; developing performance
accountability system and instructional materials, and continuous
improvement).
Capacity-building of community leaders and stakeholders to develop and
strengthen their competencies in school governance/school-based
management.
Collaborative resource-accessing and mobilization (e.g., fund-raising
events, volunteer-based initiatives/bayanihan projects).
School Program Advocacies and Promotion (e.g., through Parent, Teacher
and Community Association (PTCA) assembly, book fairs, reading
corners/information booths, caravans, parades and town hall/trade fairs,
home visits, etc.).
Annual Family Celebrations (e.g., Family Day, Family Retreat/Recollection)
Institutionalize Card Day (e.g., periodic distribution of student’s report
card)
Promotion of School Health Programs (e.g., feeding program, school
canteen, sports fest, gulayan sa paaralan, sports fests, Zumba sessions)
Creating a leadership network (e.g., cluster system with community
membership) that allows easy exchange and access to information sources by
community stakeholders.
Establishment of a Speakers’ Bureau (e.g., inviting parents to share their
expertise on special topics: academic or non-academic)
Others, please specify:______________________________________________________________
TS-MPPE Survey Questionnaire for Multigrade School page 23
PART 9. Incentives/Support Received by Multigrade Teachers
9.1. Incentives/Support Received by Multigrade Teachers.
Specific Incentives/support
Received by
Teachers
(check if yes)
If received, how much
per year? (indicate
amount of
incentive/support
received)
Source of Funds e.g.,
DepEd National,
Regional, Division,
LGU, others
(please specify)
Special hardship allowance
In kind, food (e.g., rice) allowance
Housing /accommodation
Communication allowance
Transportation allowance
Uniform allowance
DepEd Cost of Living Allowance
(COLA)
Chalk allowance
Other Incentives (please specify)
PART 10. AREAS FOR IMPROVEMENT AND RECOMMENDATIONS
10.1. Name Top Five areas for improvement of multigrade education program.
Priority Areas for Improvement of Multigrade
Education
Reasons for Prioritization
1.
2.
3.
4.
5.
NOTE: Please check if all items have been completed.
Accomplished by
_____________________________________
(Name over signature)
Contact Number ___________________________________
Email________________________________________________
Reviewed/Approved by
_______________________________________
(Name over signature)
TS-MPPE Survey Questionnaire for Multigrade School page 24