World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue I (January 2026), pp,448-452
Lory Jane M. Dampilag
Benguet State University
Benguet, Philippines
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Abstract
Multigrade teaching remains a vital strategy for delivering basic education in geographically isolated and disadvantaged areas, particularly in rural districts such as Tinoc, Ifugao. However, teaching learners from different grade levels in one classroom presents significant instructional and assessment-related challenges for teachers. This study explored the challenges encountered by multigrade teachers, the coping strategies they employ, and the interventions that may be adopted to improve multigrade teaching practices.
The study employed a qualitative phenomenological research design to capture the lived experiences of multigrade teachers in Tinoc District. Total enumeration was used, involving twelve (12) multigrade teachers handling two or more grade levels across six elementary schools. Data were gathered through structured interviews and focused group discussions. Thematic analysis was used to analyze the data, ensuring credibility through triangulation and member checking.
Findings revealed that teachers encountered major challenges related to time constraints, diverse learning needs, preparation of assessment tools, classroom management, learner discipline, and limited resources. To cope with these challenges, teachers employed various strategies such as differentiated instruction, flexible grouping, peer teaching, advanced lesson preparation, parental involvement, and collaborative support among colleagues. The study further identified interventions including continuous training, strengthened stakeholder support, provision of instructional resources, and enhanced professional collaboration as essential in addressing multigrade teaching challenges.
The study concludes that while multigrade teaching is demanding, teachers demonstrate resilience and adaptability through effective coping strategies. Institutional support and targeted interventions are crucial to sustaining effective multigrade instruction and improving learning outcomes in multigrade classrooms.
Keywords: multigrade teaching, coping strategies, classroom challenges, elementary education, qualitative study
https://doi.org/10.65494/pinagpalapublishing.102
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