Multigrade Teachers in Rural Areas: Thoughts to Ponder


Authors : Arnel A. Medequillo; Remigilda D. Gallardo

Volume/Issue : Volume 9 - 2024, Issue 6 - June

Google Scholar : https://tinyurl.com/57faka8s

Scribd : https://tinyurl.com/7awewx4a

DOI : https://doi.org/10.38124/ijisrt/IJISRT24JUN026

Abstract : Multigrade teaching, involving a single teacher instructing students from multiple grade levels in a single classroom, is a prevalent approach in rural education. This study delved into the lived experiences of multigrade teachers, aiming to provide a comprehensive understanding of the challenges they encounter, how they cope, and the insights derived from their unique pedagogical environment. Utilizing a qualitative research design, in-depth interviews were conducted with multigrade teachers from diverse rural areas. The participants shared their experiences, shedding light on challenges related to time constraints, limited resources, diverse academic levels, and cultural diversity. Coping mechanisms such as collaborative learning, resource- sharing, flexibility, and continuous professional development were explored. The study identified common challenges faced by multigrade teachers, including time constraints due to instructional demands, limited educational resources, varied academic levels, and cultural diversity. Coping strategies involved collaborative learning, resource-sharing, flexibility, and a commitment to continuous professional development. The findings emphasize the need for tailored support from education officials and administrators to enhance teacher training and resource provision. Collaborative learning emerges as a powerful tool for addressing diverse academic levels and fostering a positive learning environment.

Keywords : Multigrade Teaching, Rural Education, Challenges, Coping Strategies, Professional Development, Student Collaboration.

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Multigrade teaching, involving a single teacher instructing students from multiple grade levels in a single classroom, is a prevalent approach in rural education. This study delved into the lived experiences of multigrade teachers, aiming to provide a comprehensive understanding of the challenges they encounter, how they cope, and the insights derived from their unique pedagogical environment. Utilizing a qualitative research design, in-depth interviews were conducted with multigrade teachers from diverse rural areas. The participants shared their experiences, shedding light on challenges related to time constraints, limited resources, diverse academic levels, and cultural diversity. Coping mechanisms such as collaborative learning, resource- sharing, flexibility, and continuous professional development were explored. The study identified common challenges faced by multigrade teachers, including time constraints due to instructional demands, limited educational resources, varied academic levels, and cultural diversity. Coping strategies involved collaborative learning, resource-sharing, flexibility, and a commitment to continuous professional development. The findings emphasize the need for tailored support from education officials and administrators to enhance teacher training and resource provision. Collaborative learning emerges as a powerful tool for addressing diverse academic levels and fostering a positive learning environment.

Keywords : Multigrade Teaching, Rural Education, Challenges, Coping Strategies, Professional Development, Student Collaboration.

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