SECONDARY TEACHERS TEACHING ELEMENTARY LEARNERS: A PHENOMENOLOGICAL INQUIRY

Education

This qualitative phenomenological study explored the lived experiences of teachers handling multigrade classes in selected public elementary schools. Specifically, the study examined the experiences, instructional strategies, challenges, coping mechanisms, and insights of teachers assigned to teach learners from different grade levels within a single classroom. Data were gathered through semi-structured, in-depth interviews with six purposively selected participants during the School Year 2025–2026. The collected data were analyzed using thematic content analysis. The findings revealed that participants encountered various challenges in managing multigrade classrooms due to the diverse learning needs, abilities, and developmental levels of learners. The major challenges included lesson planning for multiple grade levels, time management, classroom organization, learner engagement, assessment practices, limited instructional resources, and increased workload demands. Despite these challenges, the participants employed a variety of instructional strategies to ensure effective teaching and learning. These strategies included differentiated instruction, flexible grouping, peer tutoring, activity-based learning, individualized learning tasks, and the integration of locally available instructional materials. Furthermore, teachers established classroom routines and utilized collaborative learning approaches to maximize instructional time and promote learner participation. To cope with the demands of multigrade teaching, participants relied on resourcefulness, adaptability, peer support, professional collaboration, continuous learning, and effective time management practices. The study also revealed that teachers developed resilience, creativity, patience, and a stronger commitment to their profession as a result of their experiences. Moreover, the participants gained valuable insights regarding the importance of flexibility, innovation, and learner-centered instruction in addressing the complexities of multigrade education. The findings highlighted the need for stronger institutional support, adequate teaching resources, targeted professional development programs, and responsive educational policies to enhance the effectiveness of multigrade teaching. The study concluded that successful multigrade instruction requires not only pedagogical competence but also adaptability, commitment, and continuous professional growth among teachers.

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