Instructional strategies: Meeting challenges of teachers in teaching multiple subjects

Abstract

This descriptive correlational study determined the extent of utilization of instructional strategies and the subsequent challenges encountered by public elementary school teachers handling multiple subjects in the Labo East District during School Year 2025 to 2026. Anchored on Complexity Theory, Technological Pedagogical Content Knowledge (TPACK), and Universal Design for Learning (UDL), the research surveyed 130 intermediate and master teachers using a validated questionnaire. Data analyzed using weighted mean revealed that respondents utilized instructional strategies to a very great extent, particularly in assessment, classroom management, instructional delivery, and material utilization. Conversely, classroom management emerged as the most significant challenge, specifically regarding behavioral consistency during transitions, followed by instructional delivery, assessment strategies, and the utilization of instructional materials. Spearman correlation established no significant relationship between strategy utilization and the challenges encountered across all variables. These findings conclude that while educators exhibit exceptional competence and professional resilience, the difficulties they face are fundamentally structural and logistical rather than pedagogical. The intense cognitive load and massive preparation volume associated with handling diverse subjects cannot be mitigated solely by high professional proficiency alone. Consequently, this important study asserts that any sustainable improvements absolutely require a strategic shift from individual capacity building toward robust systemic support mechanisms. To directly address these systemic burdens, the researcher strongly recommends the immediate implementation of Project STRIDE, focusing on strategic transition and resource integration. By operationalizing interdisciplinary choice boards, integrative learning blocks, and unified rubrics, schools can highly optimize transition friction, vastly streamline extensive lesson preparations, and elevate overall instructional efficiency while effectively safeguarding teacher wellness and sustaining student success.