UNDERSTANDING CLASSROOM INSTRUCTION: FROM LIVED EXPERIENCES OF MULTIGRADE TEACHERS

Education

This study aimed to explore the lived experiences of multigrade teachers in classroom instruction in selected public elementary schools in Esperanza District II and Sibagat District I, Agusan del Sur. Specifically, it examined the teachers’ lived experiences, instructional strategies employed, challenges encountered, coping mechanisms developed, and insights gained while managing learners from multiple grade levels within a single classroom. The study employed a qualitative phenomenological research design, utilizing in-depth interviews (IDI) as the primary method of data collection. The participants of the study were six purposively selected multigrade teachers from Kahusayan Elementary School, Makalindang Elementary School, and Causwagan Elementary School who had direct experience in handling multigrade classes. The gathered data were analyzed using thematic analysis to identify recurring patterns and significant themes emerging from the participants’ narratives. The findings revealed that multigrade teachers experienced both challenges and fulfillment in classroom instruction. Their lived experiences were characterized by the need for patience, adaptability, effective classroom management, and the ability to handle diverse learner needs across grade levels. The instructional strategies employed by the teachers included differentiated instruction, flexible grouping, peer tutoring, integrated and thematic teaching, independent learning activities, and contextualized instructional approaches. The participants encountered various challenges such as limited instructional time, curriculum complexity, classroom management difficulties, scarcity of instructional resources, increased workload, and inadequate professional support. Despite these challenges, the teachers demonstrated resilience by developing coping mechanisms such as strategic time management, curriculum integration, resource improvisation, professional collaboration, reflective practice, and emotional perseverance. Furthermore, the teachers gained valuable insights on the importance of flexibility, learner autonomy, contextualized instruction, collaboration, resilience, and continuous reflective practice in sustaining effective multigrade classroom instruction. The study underscores the need for strengthened institutional support, targeted professional development programs, and improved instructional resources to enhance the effectiveness of multigrade education in rural public elementary schools.

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