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

PlumX Metrics

Search in Semantic Scholar

Search in ResearchGate

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

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.

References :

  1. Ahmad, R., & Abdullah, F. (2020). Challenges faced by multigrade teachers in Pakistan: A qualitative study. Journal of Education and Learning, 9(4), 30-41.
  2. Alfonso, R. A., Cabanero, M. A. M., & Atienza, R. A. (2020). Coping with multigrade teaching: Lived experiences of teachers in the Philippines. Asia Pacific Journal of Multidisciplinary Research, 8(4), 1-12.
  3. Avenido, A. S. (2020). The lived experiences of multigrade teachers in a rural school in the Visayas. Asia Pacific Journal of Multidisciplinary Research, 8(4), 86-92.
  4. Bell, A. C., Meierotto, L., & Williams, S. (2020). Multigrade teaching in the United States: A case study of teacher challenges and strategies. Journal of Education and Learning, 9(4), 106-115.
  5. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
  6. Caro, V. L., & Gabinete, N. L. (2019). Multigrade teaching: Practices, challenges, and strategies in the Philippine context. International Journal of Multidisciplinary Research and Development, 6(6), 87-91.
  7. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage Publications.
  8. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
  9. Finlay, L., & Gough, B. (2003). Reflexivity: A practical guide for researchers in health and social sciences. Blackwell Science Ltd.
  10. Flick, U. (2018). The Sage Handbook of Qualitative Data Collection. Sage Publications.
  11. Flores, R. (2019). Multigrade teaching in Davao City: A phenomenological study of the lived experiences of teachers. Philippine Journal of Education, 68(1), 45-62.
  12. Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Duquesne University Press.
  13. Halabi, A. K., & Dabaj, F. (2021). Advantages and disadvantages of multigrade classes in rural areas. The Journal of Social Sciences Research, 7(1), 353-358.
  14. Jabeen, F., & Malik, R. (2018). Exploring the challenges faced by multigrade teachers in rural areas of Pakistan. Asia Pacific Journal of Multidisciplinary Research, 6(4), 69-77.
  15. Leithwood, K., Jantzi, D., Bascia, N., & Moon, T. (2019). Addressing the challenges of multigrade teaching in rural schools: The case of Canada. Journal of Research in Rural Education, 34(1), 1-13.
  16. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
  17. Mashauri, D. A., Mushi, C. A., & Leshabari, A. W. (2021). Challenges and coping strategies of multigrade teachers in primary schools in Tanzania: A case of rural and semi-urban schools. Journal of Education and Practice, 12(2), 1-11.
  18. Masten, A. S., & Reed, M. G. (2002). Resilience in development. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 74-88). Oxford University Press.
  19. Milicic, V., & Tomic, D. (2020). The impact of multigrade teaching on the development of creative thinking skills. Creativity. Theories-Research-Applications, 7(2), 279-294.
  20. Morrow, S. L. (2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of Counseling Psychology, 52(2), 250-260.
  21. Moustakas, C. (1994). Phenomenological research methods. Sage Publications.
  22. Mudaly, V. (2019). Challenges Faced by Multigrade Teachers in Rural Schools in KwaZulu-Natal Province. Journal of Educational and Social Research, 9(1), 123-132.
  23. Oliveira, A., Martins, A., & Sá, M. J. (2021). Multigrade teaching during COVID-19 pandemic: Challenges and strategies. Journal of Education and Learning, 10(1), 64-73.
  24. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544.
  25. Puspita, R. T., & Prastowo, R. A. (2021). Multigrade teaching: The challenges and efforts of Indonesian primary school teachers in remote areas. Journal of Education and Learning, 10(2), 209-219.
  26. Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data. Sage Publications.
  27. Santoso, P. B., Widodo, A., & Sudarwati, T. (2020). Challenges and coping strategies of multigrade teachers in rural Indonesia. Journal of Education and Learning, 9(3), 269-276.
  28. Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75.
  29. Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. Sage Publications.
  30. Talla, M. M. (2018). Multigrade teaching in the Northern Philippines: Challenges and opportunities. International Journal of Multidisciplinary Research and Development, 5(11), 56-60.
  31. Tsehloane, M. M., & Hattingh, A. J. (2019). Multigrade teachers' experiences of workload in the South African rural context. South African Journal of Education, 39(1), 1-10.
  32. UNESCO. (2019). Multigrade Teaching in Primary Schools: A Compilation of Good Practices from the UNESCO Member States. UNESCO.
  33. Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. State University of New York Press

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.

Video Explanation for Published paper

Never miss an update from Papermashup

Get notified about the latest tutorials and downloads.

Subscribe by Email

Get alerts directly into your inbox after each post and stay updated.
Subscribe
OR

Subscribe by RSS

Add our RSS to your feedreader to get regular updates from us.
Subscribe