World Education Connect Multidisciplinary e-Publication, Vol. V, Issue XI (November 2025), pp.376-383
Authors
Shana Ann C. Quintana, Melody P. Alas, Rusty Philip S. Altejar, Annabelle A. Dela Rama, Joel D. Comaling, Teofilo O. Montallana
Language and Literature Unit
Abuyog Community College
ABSTRACT
This study examined the lived experiences of public elementary teachers managing multi-grade classrooms in Abuyog, Leyte, with the objective of understanding the challenges they face, the strategies they employ, their classroom management practices, and the professional insights they derive. Grounded in Piaget's Constructivist Learning Theory and Kolb's Experiential Learning Theory, the inquiry elucidates how teachers construct and apply knowledge through experiential processes and reflective practices. Employing a qualitative phenomenological approach, the study purposively sampled five multi-grade teachers. Findings indicate that participants encountered significant challenges, including constrained time, curriculum overload, and insufficient instructional materials. Nonetheless, teachers demonstrated resilience and ingenuity by implementing flexible grouping, differentiated instruction, and collaborative learning strategies. Engagement in multi-grade teaching was found to enhance teachers' creativity, adaptability, and professional development. The study concludes that, despite the demanding nature of multi-grade instruction, institutional support from the Department of Education such as targeted training and the provision of adequate resource is essential to improve instructional efficacy in rural educational settings.
Keywords: teaching experience, classroom management, challenges, limited time, minimal resources.
https://doi.org/10.65494/pinagpalapublishing.12
Vol. V Issue XI (November 2025)
International Circulation
This is an open-access, peer-reviewed, and refereed international publication in online & printed versions that features research papers, abstracts, theses, dissertations, and journals. It is registered to the ISSN National Center of the Philippines, and ISSN International Center, the Global Index for Continuing Resources with ISSN (Online) 2799-0842 and ISSN (Print) 2799-130X.
