Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 5 no. 12 (2024)

Challenges and Opportunities in Multigrade Teaching: Experiences of Primary School Teachers in Far-Flung Schools

Clyde Polynne Mayden G. Rondero | Ivy H. Casupanan

Discipline: social sciences (non-specific)

 

Abstract:

This study finds out the opportunities and challenges in multigrade teaching: experiences of primary school teachers in far-flung schools in San Marcelino, Zambales. The study made use of qualitative research adhering to the phenomenological methods and data were thematically analyzed. Results of the study showed that the challenges encountered by multigrade teachers in far-flung schools are difficulty in handling classroom and time management, failing to consider the diversity of learners, inadequacy in teaching multiple grades and experiencing burnout in teaching. Multigrade teachers overcome challenges encountered through teachers’ resourceful-ness, understanding differences, teachers’ resiliency, teachers’ innovativeness, and support group system Students use reappraising and evading as their boredom-coping strategies in Social Studies discussions. The opportunities experienced by the multigrade teachers are enhancing the self-esteem of teachers, recognizing shared responsibility for facilitating student learning and increasing the teaching proficiency of teachers. An enhancement program was proposed. The study recommends that the Department of Education (DepEd) may conduct seminars for good practices in teaching multigrade classes. Multigrade teachers may use varied teaching strategies and innovative instructional materials that will cater all learn-ers’ needs and for effective students’ learning. Further studies may be conducted to validate the results of the study.



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