Challenges and Coping Strategies of Multi-Grade Teachers
DOI:
https://doi.org/10.31098/ijtaese.v3i1.510Keywords:
Intrinsic challenge, Extrinsic Challenge, System challenge, Coping Strategy, Phenomenology, PhilippinesAbstract
Multigrade classes in the Philippines are usually present in Elementary schools in remote areas where few students are in one-year level. Thus, teachers then handle multiple grade levels at a time. This study investigated the challenges and Coping strategies of Multigrade teachers in the western part of the Philippines. The researchers employed a Transcendental phenomenological method in this study. They gathered the data through one-to-one interviews of multigrade teachers who have been teaching for at least three years. Following the data analysis of Kleiman (2004), the results revealed that there were intrinsic, extrinsic, and system challenges experienced by these teachers. These challenges involved unpreparedness in teaching multigrade, low multigrade allowances, the experience of stress, language barrier, classroom management struggles, lack of resources, danger in going to stations, workload, absenteeism, lack of stakeholders’ support, and lack of trainings. However, they showed positivity in their work and applied the right coping strategies to lessen their burden. Among these coping strategies were praying, using the web, having time management, self-conditioning, developing plans, and doing research. The participants believed that handling Multigrade classes requires time, effort, and balance. Through these experiences, teachers learned to adjust and cope with the challenges they were facing. Thus, they became better educators.
References
Berry, C. (2000). Multigrade teaching: A discussion document. Eri?im tarihi, 10, 2013.
Blease, B. & Condy, J. (2014). What Challenges Do Foundation Phase Teachers Experience When Teaching Writing in Rural Multigrade Classes? South African Journal of Childhood Education, 4(2), 36-56. https://eric.ed.gov/?q=Challenges+of+multigrade+teachers&id=EJ1187179
Blease, B. & Condy, J. (2015). Teaching of writing in two rural multigrade classes in the Western Cape. Reading & Writing 6(1). http://dx.doi.org/10.4102 / rw.v6i1.58
Brown, B.A. (2008). Multigrade Teaching: A Review of selected literature implications for teacher education and training in South Africa. Faculty of Education: University of Hare.
Buarphan, K., Inrit, B. & Kochasila, W. (2018). Current policy and practice concerning multigrade teaching in Thailand. Kasertsart Journal of Social Sciences, 39 (3), 496-501. https://doi.org/10.1016/j.kjss.2018.06.008
Cadosales, M. N. (2017). Teaching Efficacy of Elementary Students Teachers. Journal of Research in Administrative Sciences (ISSN: 2664-2433), 6(1), 7-12.
Casserly, A.M., Tiernan, B. & Maguire, G. (2019) Primary teachers’ perceptions of multi-grade classroom grouping practices to support inclusive education, European Journal of Special Needs Education, 34:5, 617-631, DOI: 10.1080/08856257.2019.1580835
Castigador, D. L. (2019). Lived experiences of Multigrade teachers. The PASCHR Journal,1(1). Retrieved from https://ejournals.ph/article.php?id=14771.
DepED Order No. 96, s. 1997, “Policies and Guidelines in the Organization and Operation of Multigrade (MG) Classes. Retrieved from https://www.deped.gov.ph/1997/11/14/do-96-s-1997-policies-and-guidelines-in-the-organization-and-operation-of-multigrade-mg-classes/.
DO 81, s. 2009, Strengthening the Implementation of Multigrade Program in Philippine Education. Retrieved from https://www.deped.gov.ph/2009/07/24/do-81-s-2009-strengthening-the-implementation-of-multigrade-program-in-philippine-education-amended-by/.
Do?an, F. ?., Çapan, S. A., & Ci?erci, F. M. (2020). Dilemmas in teaching English in multigrade classrooms: Classroom teachers’ perceptions on English as a foreign language course. Novitas ROYAL (Research on Youth and Language), 14(1), 52-68. https://files.eric.ed.gov/fulltext/EJ1253545.pdf.
Engin, G. (2018). The Opinions of the Multigrade Classroom Teachers on Multigrade Class Teaching Practices (Multiple Case Analysis: Netherlands-Turkey Example). International Journal of Progressive Education, 14(1),177-200. https://eric.ed.gov/?q=Challenges+of+multigrade+teachers&id=EJ1170067
Hargreaves, E., Montero, C., Chau, N., Sibli, M., & Thanh, T. (2001). Multigrade teaching in Peru, Sri Lanka and Vietnam: an overview. International Journal of Educational Development, 21(6), 499-520. https://doi.org/10.1016/S0738-0593(01)00013-X.
Karlberg-Granlund, G. (2019). Exploring the challenge of working in a small school and community: Uncovering hidden tensions. Journal of Rural Studies, 72, 293-305. https://doi.org/10.1016/j.jrurstud.2019.10.017
Kleiman, S. (2004). Phenomenology: To wonder and search for meanings. Nurse Researcher, 11(4), 7–19. DOI: 10.7748/nr2004.07.11.4.7.c6211.
Kucita, P., Kivunja, C., Maxwell, T.W., & Kuyini, B. (2013). Bhutanese stakeholders’ perceptions about multi-grade teaching as a strategy for achieving quality universal primary education. International Journal of Educational Development, 33(2), 206-212. https://doi.org/10.1016/j.ijedudev.2012.05.009.
Little, A. W. (2005). Learning and teaching in multigrade settings. Unpublished paper prepared for the UNESCO.
Little, A.W. (2001). Multi-grade teaching towards international research and policy agenda. International Journal of Educational Development, 21, 481-497. https://doi.org/10.1016/S0738-0593(01)00011-6.
Mirando, R.L. (2012). A trail towards academic Excellence! Multigrade Instruction’s Problems, challenges and best practices of General Luna District, Quezon City, Philippines.
Mortazavizadeh, S. H., Nili, M. R., Isfahani, A. R. N., & Hassani, M. (2017). Teachers' Lived Experiences about Teaching-Learning Process in Multi-Grade Classes. Journal of Education and Learning, 6(4), 354-363. https://eric.ed.gov/?q=Challenges+of+multigrade+teachers&id=EJ1155851
Moustakas, C. (1994). Phenomenological research methods. Sage publications.
Msimanga, M. R. (2019). Managing the Use of Resources in Multi-Grade Classrooms. South African Journal of Education, 39(3). https://eric.ed.gov/?q=Challenges+of+multigrade+teachers&id=EJ1229002.
Msimanga, M. R. (2020). Teaching and Learning in Multi-Grade Classrooms: The LEPO Framework. Africa Education Review, 17(3),123-141. https://eric.ed.gov/?q=Challenges+of+multigrade+teachers&id=EJ1255052
Mulaudzi, M. S. (2016). "Challenges experienced by teachers of multi-grade classes in primary schools at Nzhele East Circutt," Master Thesis, University of South Africa.
Mulryan-Kyne, C. (2007). The preparation of teachers for multigrade teaching. Teaching and teacher education, 23(4), 501-514. https://doi.org/10.1016/j.tate.2006.12.003
Naparan, G. & Alinsug, V. (2021). Classroom Strategies of multigrade teachers. Social Sciences and Humanities Open, 3(1), 1-6. https://doi.org/10.1016/j.ssaho.2021.100109.
Nelson, B. (2011). Research: Phenomenology. https://doi.org/10.1016/B978-0-12-375038-9.00149-7.
Raffo, C., Dyson, A., gunter, H., Hall, D., Jones, L., & Kalambouka, A. (2007). Education and poverty: A critical review of theory, policy and practice. Manchester, UK: Joseph Rowntree Foundation and University of Manchester.
Taole, M. J. (2020). Diversity and Inclusion in Rural South African Multigrade Classrooms. International Journal of Inclusive Education, 24 (12), 1268-1284. https://eric.ed.gov/?q=Challenges+of+multigrade+teachers&id=EJ1267832.
Tiernan, B. & Maguire, G. (2019). Primary Teachers' Perceptions of Multi-Grade Classroom Grouping Practices to Support Inclusive Education European Journal of Special Needs Education, 34(5), 617-631 https://eric.ed.gov/?q=Challenges+of+multigrade+teachers&id=EJ1228925.
Tutt, F. A. (2019). Monograde and Multigrade Special Education Teachers' Sense of Self-Efficacy Beliefs. ProQuest LLC, Ed.D. Dissertation, The University of West Florida
Villalino, F. (2010). Country Paper of the Philippines. A paper presented during the “Regional Research Workshop on Quality Indicators of Multigrade Instruction in Southeast Asian Countries. SEAMEO INNOTECH, Quezon City, Philippines.
Walker, W. (2007). Ethical considerations in phenomenological research. Nurse researcher, 14(3).
Wa-Mbaleka, S. (2018). Publish or Perish: Fear no more (2nd ed). Cavite, Philippines: Oikos Biblios Publishing House.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Genesis Balongkit Naparan, Ivy Leigh P. Castañeda, MaEd
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Content Licensing, Copyright, and Permissions
1. License
International Journal of Theory and Application in Elementary and Secondary School Education has CC-BY NC or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work for non-commercial purpose. The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-NonCommercial 4.0 International License
Creative Commons License
2. Author’s Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
International Journal of Theory and Application in Elementary and Secondary School Education objective is to disseminate articles published are as free as possible. Under the Creative Commons license, this journal permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and this journal on distributing works in the journal.
4. Rights of Authors
Authors retain the following rights:
Copyright, and proprietary rights relating to the article, such as patent rights,
The right to use the substance of the article in future own works, including lectures and books, The right to reproduce the article for own purposes, The right to self-archive the article, the right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal (International Journal of Theory and Application in Elementary and Secondary School Education).
The author has a non-exclusive publishing contract with a publisher and the work is published with a more restrictive license, the author retains all the rights to publish the work elsewhere, including commercially, because she/he is not subject to the conditions of her / his own license, regardless of the type of CC license chosen.
5. Co-Authorship
If the article was jointly prepared by other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.
6. Termination
This agreement can be terminated by the author or International Journal of Theory and Application in Elementary and Secondary School Education upon two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of International Journal of Theory and Application in Elementary and Secondary School Education.ÂÂ
7. Royalties
This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by This agreement can be terminated by the author or International Journal of Theory and Application in Elementary and Secondary School Education upon two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of International Journal of Theory and Application in Elementary and Secondary School Education or its sublicensee.
8. Miscellaneous
International Journal of Theory and Application in Elementary and Secondary School Education will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed and International Journal of Theory and Application in Elementary and Secondary School Education or its sublicensee has become obligated to have the article published. International Journal of Theory and Application in Elementary and Secondary School Education may conform the article to a style of punctuation, spelling, capitalization, referencing and usage that it deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers
