Primary teachers’ lived experiences: the delights and difficulties in teaching multi-grade classes in Buenavista District IV

This study investigated the experiences of primary multi-grade teachers in Buenavista District – IV, focusing on delights and difficulties in classroom management and instruction, co-curricular activities, and interpersonal relationships with stakeholders. Employing an open-ended questionnaire to guide the interviews, thematic analysis was utilized to categorize and interpret the data. The findings indicated that teachers effectively identify individual learner differences and behaviors, applying differentiated instruction and enforcing classroom rules. However, managing diverse learners and overcoming dialect barriers in the Higaonon area posed significant challenges. In terms of co-curricular activities, teachers are enthusiastic about conducting various school events, supported by active parental involvement, although a shortage of materials occasionally hampered these efforts. Furthermore, strong interpersonal relationships are maintained between teachers, parents, and PTA officials, fostering open communication. The study concludes that teaching multi-grade classes is a demanding yet rewarding endeavor that requires acute organizational skills and effective coping mechanisms to address developmental differences among students. Insights from multi-grade teachers can enhance teaching strategies and practices in such settings. This suggests that the lived experiences of multi-grade teachers may inform the development of educational programs by policy planners. Principals may devise strategies to leverage these experiences, enhancing the multi-grade teaching environment.