ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study examines the instructional management practices of multigrade teachers in Umingan District II in the 2023-2024 academic year. The study aims to identify the level of instructional management practices of multigrade teachers. The descriptive correlational design was used to survey 30 multigrade teachers. Descriptive statistics and Pearson Product Moment Correlation Coefficient were used to identify significant relationship between the level of instructional management practices and their profile variables. The study revealed that teachers’ profile of the respondents has no significant relationships to the teachers’ teaching practices in classroom organization, classroom management and discipline, instructional organization and curriculum, instructional delivery and grouping, and utilization of self-directed learning strategies. It has been concluded that the instructional management practices of multigrade teachers do not show a correlation with profile variables. To maintain and enhance the high level of instructional management practices among multigrade teachers and thereby improve instruction in multigrade classes, various strategies can be employed. These may include organizing Learning Action Cell (LAC) sessions, facilitating focus group discussions, and benchmarking against schools that exhibit outstanding implementation of multigrade classes. Keywords — Instructional Management Practices, Multigrade