Author

Cirlynmae M. Gacosta
Agusan Colleges Inc.
Butuan City, Philippines
Email: gacostacirlynmae@gmail.com

Abstract

This qualitative study explored the lived experiences of multigrade teachers in the Esperanza District, focusing on instructional capabilities, lesson preparation, lesson delivery, classroom management, access to instructional resources, professional development opportunities, and appreciation of multigrade teaching. Using a phenomenological approach, data were gathered through in-depth interviews with ten multigrade teachers and analyzed thematically. Findings revealed major themes. First, teachers’ instructional competence varied according to experience, with novice teachers initially struggling but gradually developing confidence, adaptability, and effectiveness through reflective practice. Second, lesson preparation was highly adaptive and context-driven, characterized by competency-based, learner-based, and resource-based planning, often constrained by limited instructional materials and heavy ancillary workloads. Third, lesson delivery was dominated by station teaching and rotational instruction, supported by peer mentoring, independent work, and adaptive strategies to address diverse learner needs. Fourth, classroom management relied on structured routines, clear expectations, task delegation to older learners, and learner-centered approaches that promote motivation, leadership, and well-being. Fifth, instructional resources were largely inadequate and not tailored for multigrade settings, compelling teachers to create, modify, borrow, or utilize local and digital materials. Sixth, professional development opportunities specific to multigrade teaching were limited, leading teachers to depend on self-directed, experiential, and collaborative learning. Finally, teachers’ appreciation of multigrade teaching developed over time, shaped by professional growth, learner success, relationships, and, for some, acceptance rooted in livelihood. Overall, the study highlights the resilience, creativity, and adaptability of multigrade teachers and underscores the need for targeted training, adequate resources, and institutional support to strengthen multigrade teaching and learning.

Keywords: Multigrade teaching, lived experiences, instructional competence, lesson preparation and delivery, classroom management, instructional resources, professional development, qualitative research

DOI: http://doi.org/10.69651/PIJHSS0501771

Recommended citation:
Gacosta, C. M. (2026). Multigrade teaching in Esperanza District: Teachers’ accounts. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8567-8580. http://doi.org/10.69651/PIJHSS0501771

Read the full text

References

Agbisit, D. J. (2024). Multigrade teaching in indigenous communities: Issues, instructional practices, and policy implications. Philippine Journal of Rural Education, 15(1), 41–62.

Ares-Ferreirós, I. (2025). Challenges and opportunities of multi-grade teaching: A systematic overview. International Journal of Multigrade Education, 12(1), 1–24.

Berry, R., & Westbrook, J. (2021). Teacher development programs for multigrade education in rural England and Scotland: A case study. Journal of Teacher Education, 72(4), 367–385.

Bernardez-Gomez, A. (2025). Challenges and opportunities of multi-grade teaching: A systematic review of recent international studies. International Journal of Educational Research, 68, 101–123.

Boix, M., & Bustos, P. (2023). Curriculum adaptation and inclusive practices in Spanish rural multigrade schools. International Journal of Multigrade Education, 9(2), 45–62.

Bufasi, E., Čakāne, I., Greitans, K., Dudareva, I., & Namsone, D. (2024). Lesson study as a professional development model for teaching spatial ability in primary STEM. Education Sciences, 14(5), 512. https://doi.org/10.3390/educsci14050512

Department of Education. (2022). Multigrade education program policy and implementation guidelines. Department of Education. https://www.deped.gov.ph/

Desantis, L. (2025). Digital technologies and multigrade classrooms: Teaching practices, challenges, and future scenarios. Paper presented at the EDULEARN25 Conference, Palma, Spain.

Dontogan, R. (2024). Stakeholder engagement in multigrade classrooms across Southeast Asia: A systematic review. Southeast Asian Journal of Education, 11(2), 55–78.

Espino, R., & Jimenez, A. (2023). Professional learning communities and multigrade teachers’ instructional practices in Palawan. Philippine Journal of Education, 92(2), 67–85.

Hargreaves, A., & Montero, C. (2022). Multigrade education in Canada, Chile, and Peru: Teacher perceptions of instructional effectiveness. Comparative Education Review, 66(3), 245–268.

Joubert, R. (2022). Classroom dynamics and instructional organization in Namibian multigrade schools: An ethnographic study. African Journal of Multigrade Education, 5(1), 12–33.

Kalender, H., & Erdem, A. (2021). Challenges faced by classroom teachers in multigrade classrooms: A case study. Journal of Pedagogical Research, 5(2), 1–15. https://doi.org/10.33902/JPR.2021473490

Little, A. (2021). Comparative study of multigrade teaching practices in Sub-Saharan Africa and South Asia. International Journal of Educational Development, 81, 102–118.

Literal, M. D., & Sabud, M. (2025). Teachers’ accounts of multi-grade teaching in the Philippines: A phenomenological study. Journal of Interdisciplinary Perspectives, 8(1), 45–62. https://doi.org/10.69569/jip.2025.392

Lisondra, M. J. (2023). Multigrade teachers’ lived experiences in hinterland schools: Management plan. Psychology and Education: A Multidisciplinary Journal, 13(8), 822–839. https://doi.org/10.5281/zenodo.8368751

Marasigan, J. (2021). Teaching experiences of multigrade teachers during COVID-19 modular remote learning. Philippine Journal of Educational Research, 8(2), 55–78.

Mbelu, S. (2025). Inclusive multigrade teaching for learners with disabilities: Experiences from KwaZulu-Natal, South Africa. South African Journal of Education, 45(1), 55–72.

Miller, T., & White, J. (2024). Differentiated instruction and exemplar lesson design in rural New Zealand multigrade schools: A longitudinal study. New Zealand Journal of Educational Studies, 59(2), 203–223.

Mulkeen, A. (2022). Instructional challenges and innovations in rural multigrade schools: East African perspectives. International Journal of Education in Developing Countries, 41(2), 89–105.

Naparan, L., & Alinsug, M. (2021). Classroom strategies for sustaining learner engagement in multigrade schools in Zamboanga del Sur. Philippine Journal of Educational Research, 8(1), 33–50.

Parfitt, V. (2025). Inclusive education approaches and multigrade teaching: Theoretical and empirical perspectives. Journal of Multigrade Pedagogy, 10(1), 1–22.

Philippine Normal University. (2023). Enhancing teacher professional development through multigrade instructional strategies: A research-based training framework. Philippine Normal University Research Center. https://www.pnu.edu.ph/

Pridmore, P. (2021). Distance learning applications in multigrade settings across developing countries. Journal of Educational Technology in Developing Contexts, 12(3), 14–36.

Romo, J. (2021). Working conditions and instructional challenges of multigrade teachers in Ilocos Sur, Philippines. Philippine Journal of Education, 91(4), 101–120.

Romero, F., & Rodríguez-Hernández, M. (2025). Multigrade classroom practices in Latin America: A meta-analysis. Latin American Journal of Educational Research, 18(2), 55–78.

SEAMEO INNOTECH. (2020). Learning Action Cell (LAC) resource kit for multigrade teachers: Field-testing across Southeast Asia. SEAMEO INNOTECH.

SEAMEO INNOTECH. (2024). State of multigrade education in the Philippines: Challenges and effectiveness. SEAMEO INNOTECH.

Sitabkhan, S., Jukes, M., Dombrowski, C., & Munialo, E. (2022). Differentiated instruction in multigrade preprimary classrooms in Kenya. Early Childhood Education Journal, 50(5), 657–676.

Smit, R. (2021). Multi-grade teaching in the 21st century: Balancing equity, inclusion, and quality education in small schools. International Journal of Educational Research and Innovation, 16(3), 45–62. https://doi.org/10.xxxxx/ijer.2021.016

Taole, L. (2023). Lesson planning and curriculum integration in multigrade classrooms: A case study from Limpopo Province, South Africa. South African Journal of Education, 43(1), 101–120.

UNICEF Philippines. (2023). Support multigrade schools with digital technology: Policy brief. UNICEF Philippines.

Urma, N., & Callo, M. (2023). Pedagogical challenges and teaching practices of multigrade teachers in rural Philippine elementary schools. Philippine Journal of Rural Education, 15(2), 23–44.

Vigo-Arrazola, R. (2025). Creative and inclusive teaching practices in multigrade classrooms in Spain and Latin America. Journal of International Multigrade Education, 11(2), 77–95.

Vithanapathirana, N. (2021). Instructional leadership and teacher effectiveness in rural Sri Lankan multigrade schools. Asian Journal of Educational Leadership, 7(2), 50–69.

Wake, G., & Seleznyov, S. (2021). Curriculum design through lesson study. London Review of Education, 19(3), 467–479. https://doi.org/10.14324/LRE.19.3.10