Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 43 no. 1 (2025)

Voices From the Classroom: Lived Realities of Multigrade Teachers in Tubajon District, Dinagat Islands

Rhea Grace Durango | Kristopher Ngilangil

Discipline: Education

 

Abstract:

This phenomenological study explored the lived realities of multigrade teachers in Tubajon District, Dinagat Islands. Anchored on the ART (Adaptation, Resilience, and Thriving) Framework of Resilience, the study employed Colaizzi’s descriptive phenomenological method to uncover the essence of these teachers’ experiences. Analysis of interview data revealed nine theme clusters, which were further grouped into three major themes: the complex demands of multigrade teaching, growth and fulfillment in multigrade teaching, and strategies for effective multigrade teaching. Findings revealed that multigrade teachers face multifaceted challenges requiring flexibility and resourcefulness, yet they also experience personal growth and resilience. They utilize organized strategies to address diverse classroom needs but highlight the necessity for additional support and training. The study recommends targeted training, continuous professional development, emotional support programs, and development of resource banks and peer mentoring to enhance multigrade teaching effectiveness.



References:

  1. Abu Shosha, G. (2012). Employment of Colaizzi’s strategy in descriptive phenomenology: A reflection of a researcher. European Scientific Journal, 8(27), 31–43. https://doi.org/10.19044/esj.2012.v8n27p31
  2. Açan, S. (2019). Pedagogical challenges among multigrade teachers: Insights from Indigenous Peoples schools. International Journal of Educational Research, 98(1), 45–57. https://doi.org/10.1016/j.ijer.2019.01.005
  3. Açan, S. (2019). Teacher resilience: A conceptual framework. International Journal of Educational Research, 95, 1–12. https://doi.org/10.1016/j.ijer.2019.01.001
  4. Aguirre, J. M., del Rosario, M. B., & David, R. (2022). Teaching strategies in multigrade classrooms: Experiences of rural teachers in the Philippines. International Journal of Educational Research, 113, 101946. https://doi.org/10.1016/j.ijer.2022.101946
  5. Berry, C., & Little, A. W. (2012). Multigrade teaching in London, England: An exploratory study. International Journal of Educational Development, 32(6), 656–662. https://doi.org/10.1016/j.ijedudev.2012.02.001
  6. Bongala, J. V., Bobis, V. B., Castillo, J. P. R., & Marasigan, A. C. (2023). Challenges and opportunities in multigrade teaching: Experiences of primary school teachers in far-flung schools. International Journal of Multidisciplinary and Current Educational Research, 2(4), 45–60. https://ijmaberjournal.org/index.php/ijmaber/article/view/2098
  7. Cornish, L. (2015). How teachers address curriculum in multigrade classes. Teaching and Teacher Education, 51, 98–108. https://doi.org/10.1016/j.tate.2015.06.005
  8. Department of Education. (1997, November 14). DO 96, s. 1997: Policies and guidelines in the organization and operation of multigrade classes. https://www.deped.gov.ph/1997/11/14/do-96-s-1997
  9. Department of Education. (2021, September 8). DO 36, s. 2021: Guidelines on the utilization of the 2021 financial support for multigrade schools. https://www.deped.gov.ph/wp-content/uploads/2021/09/DO_s2021_036.pdf
  10. Education for Equity Foundation. (2023, July 2). The multigrade education program: A policy evaluation—A case study from the Philippines. https://en.eef.or.th/2023/07/02/the-multigrade-education-program-a-policy-evaluation/
  11. James, W. B., Cobanoglu, C., & Cavusoglu, M. (2021). Challenges affecting teaching-learning processes in multi-grade classes: A comparison of pre-pandemic and peri-pandemic periods. M3 Publishing, 3(2), Article 17. https://digitalcommons.usf.edu/m3publishing/vol3/iss2021/17/
  12. Little, A. W. (2009). Size matters for EFA: Focusing on the live(s) of children in small schools (CREATE Pathways to Access Research Monograph No. 31). https://doi.org/10.35648/20.500.12413/11781/ii081
  13. Maringe, F., & Sing, N. (2022). Reflective practice in multigrade teaching: Professional development perspectives. Teaching and Teacher Education, 110, 103577. https://doi.org/10.1016/j.tate.2021.103577
  14. Masten, A. S. (2014). Global perspectives on resilience in children and youth. Child Development, 85(1), 6–20. https://doi.org/10.1111/cdev.12205
  15. Morrow, R., Rodriguez, A., & King, N. (2015). Colaizzi’s descriptive phenomenological method. The Psychologist, 28(8), 643–644. https://eprints.hud.ac.uk/id/eprint/26984/1/Morrow_et_al.pdf
  16. Mpahla, N. E., & Makena, B. (2021). Challenges and adaptive strategies in multigrade teaching: A qualitative study [Conference paper]. https://journal.aide-inc.net/index.php/aide-irj/article/view/164
  17. Mulryan-Kyne, C. (2010). Teaching in multigrade classrooms: Teachers’ challenges and the way forward. International Journal of Primary, Elementary and Early Years Education, 38(2), 123–136. https://doi.org/10.1080/03004270903099805
  18. Mulryan-Kyne, C. (2010). Teaching in multigrade classrooms: A review of the literature. International Journal of Educational Research, 49(5), 249–258. https://doi.org/10.1016/j.ijer.2010.10.001
  19. Naparan, G. B. (2021). Challenges and coping strategies of multi-grade teachers in the Philippines. International Journal of Teaching and Education, 3(1), 45–56. https://doi.org/10.31098/ijtaese.v3i1.510
  20. RCN Publishing Company Ltd. (2018). Using Colaizzi’s method of data analysis to explore experiences in nursing research. PubMed Central. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5809290/
  21. Reyes, J., Santos, M., & Delos Reyes, A. P. (2023). Multigrade teachers’ lived experiences: A phenomenological study at Lamak Elementary School. E-Journals Philippines. https://ejournals.ph/article.php?id=22155
  22. Rondero, C. P. M. G., & Casupanan, I. H. (2025). Challenges and opportunities in multigrade teaching: Experiences of primary school teachers in far-flung schools in San Marcelino. E-Journals Philippines. https://www.ejournals.ph/article.php?id=25093
  23. Salinas, & Mendez. (2022). Classroom strategies for multigrade teachers: Collaborative learning approaches. ResearchGate. https://www.researchgate.net/publication/361622384
  24. SEAMEO INNOTECH. (2020). A review of the current situation and practices of multigrade schools in the Philippines: Full report. Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology. https://www.seameo-innotech.org/portfolio_page/mppe-full-report/
  25. SEAMEO INNOTECH. (2019). The situation of multigrade teaching in the Philippines. Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology. https://www.seameo-innotech.org/portfolio
  26. Summak, et al. (2022). Multi-grade teaching: Experiences of preservice primary school teachers and primary school teachers. AK Journals. https://akjournals.com/view/journals/063/13/2/article-p170.xml
  27. Veenman, S. (2009). Multigrade classrooms and student achievement: A review of the evidence. International Review of Education, 55(5–6), 497–518. https://doi.org/10.1007/s11159-009-9138-z 

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic