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Rufino A. Cabangal Memorial Elementary School


This qualitative research method using phenomenological research design aimed to formulate a program recommendation for the provisions of technical assistance to MTB-MLE barangay teachers in terms of their experiences and challenges. A researcher-made interview guide was used to gather data from the twenty-four selected participants of the study. The data gathering instrument was subjected to face and content validation by a panel of expert. Thematic analysis was utilized for descriptive data analysis. Based on the information gathered, the technical assistance provided to MTB-MLE teachers were seminars and trainings, guidance and support and classroom observation. Based on the study, school heads provide technical assistance to teachers through coaching and mentoring, introducing new teaching strategies and classroom visitation. On the other hand, teachers apply technical assistance by the application of knowledge and use for remedial program. The study revealed that teachers had difficulty in translating different words, and they lacked teaching materials. They were able to manage these problems through seeking help from colleagues, providing support instructional materials and conducting home visitation.

Keywords: Technical Assistance to MTB-MLE Teachers, Barangay Schools, Program Intervention



The main service provided by society to train its next generation of workers is education. The objectives of education should be in line with what the world needs to change (Freeman et al., 2024).

The Mother Tongue-Based Multilingual Education (MTB-MLE) policy of the Philippines mandates that from Kindergarten through grade three (K-3), local mother tongues must be used as the primary language of instruction, with the official languages (Filipino and English) being added as secondary languages after grade three (Williams, 2017).

The first language or L1 is learned first, and this is usually a natural process while the second language or L2 is the language one acquires after the L1, and this acquisition is a challenging process.

The second or preceding language, the L2, should be taught systematically so learners can gradually transfer skills from the familiar language to the unfamiliar one. MTB-MLE goes beyond simply translating the content into the learners' native tongue. It places emphasis on the value of a curriculum based in local culture and a teaching approach that fosters cognitive growth and higher-order thinking abilities. Although the L1 is frequently mentioned when discussing MTB-MLE, the notion as a whole is much more expansive (Skutnabbs-Kangas, 2000).

It is believed that technical help is required to ensure efficient program execution and, ultimately, the accomplishment of greater or better learning outcomes. It should have an effect on performance and, more importantly, the overall welfare of the organization's members and of the organization itself (Halliberg, 2010).

The provision of technical support among teachers, on the other hand, is crucial for students to learn the foundational skills of reading. One of the best ways to get students ready for success now and in the future is to make sure they have a solid knowledge of the value of reading (Rashid, 2015). As a result, students who do well in school have a better chance of transitioning to adulthood and finding success in their careers and finances (Miambo, 2011).

The study was conducted along these lines in an effort to enhance the competence of barangay school teachers on the provision of technical assistance to mother tongue based-multi lingual education as a bases for program intervention in the Schools District of Banate during the school year 2022-2023.

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