BEYOND SINGLE GRADE LEVEL: EXPLORING THE LIVED EXPERIENCES OF TEACHERS IN MULTIGRADE SCHOOLS

EDUCATION

This study aimed to explore the lived experiences of public elementary school teachers handling multigrade classes in selected schools in Bunawan District, Agusan del Sur. Specifically, it examined their experiences, instructional strategies, challenges encountered, coping mechanisms, and insights gained while teaching learners from different grade levels within a single classroom setting. The study employed a qualitative phenomenological research design, using in-depth interviews as the primary data-gathering method. The participants of the study were seven purposively selected public elementary school teachers who had direct experience in handling multigrade classes in rural and geographically isolated schools. The gathered data were analyzed through thematic analysis to identify recurring patterns and meaningful themes from the participants’ narratives. The findings revealed that multigrade teachers experienced both significant challenges and meaningful professional growth in their teaching journey. They encountered difficulties related to managing multiple grade levels simultaneously, heavy workload, limited instructional resources, classroom management complexities, and professional isolation. Despite these challenges, teachers demonstrated resilience by employing adaptive instructional strategies such as differentiated instruction, peer tutoring, ability grouping, contextualized teaching materials, and cooperative learning approaches. Their coping mechanisms included collaboration with colleagues, community support, time management, self-reflection, and maintaining a positive professional outlook. Moreover, the experiences provided teachers with valuable insights on adaptability, creativity, collaboration, and the importance of institutional support in sustaining multigrade education. The study highlights the realities faced by multigrade teachers in underserved communities and underscores the need for strengthened professional development, resource provision, and supportive educational policies to enhance multigrade teaching practices.

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