Multi-Grade Teachers’ Experiences in Multi-Grade Classrooms in Public Schools in the Philippines
DOI:
https://doi.org/10.69569/jip.2025.605Keywords:
Experiences, Multi-grade classrooms, Multi-grade teachers, Teaching professionAbstract
This study examined teachers' experiences in multi-grade classrooms through a phenomenological approach. Using a phenomenological approach, semi-structured interviews were conducted with the selected 10 participants. The participants were teaching in public schools in multi-grade classes for 5 years. Data saturation was considered in deciding on the number of participants. The data revealed that the participants were overwhelmed in teaching pupils at different levels simultaneously. The challenges of classroom management, lesson delivery, and various activities in one setting can lead to burnout and exhaustion. However, despite those challenges, their commitment to the teaching profession strengthened their roots to stay in the profession. Nevertheless, the challenge raises concerns in the education system that teachers in multi-grade classes must be given additional support to help them manage their workload and focus more on delivering quality education. The research emphasizes the necessity for augmented support and resources to improve the well-being and efficacy of multi-grade educators.
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