Lived Experiences of Multi-Grade Teachers in the Division of Iligan City

As multi grade teachers employ multiple efforts in teaching young learners it is undeniable that there are formidable challenges in the process of teaching and learning. The purpose of this study is to explore the lived experiences of multi-grade teachers in teaching multi-grade classrooms. This study utilized qualitative research method with phenomenological research design. There were a total of nine (9) participants in this study who shared their lived experiences through answering a researcher-made interview guide questionnaire. Based on the result of the gathered data, there were a total of 10 major themes that have emerged namely: Curriculum Management, Classroom Dynamics, Lack of Professional Development and support, Strategic planning and preparation, Collaboration and Seeking support, Professional Development and Continuous learning, Variety of teaching Methods/Strategies, Collaborative/peer Learning, Professional development and Training, Learning Materials. Moreover, there were two (2) sub theme emerged in curriculum management, namely; Differentiation and individualization and time management. The stories of multi-grade teachers present challenges and highlights the complex and multifaceted nature of teaching in classrooms with learners of varying ages and abilities. These educators demonstrate remarkable adaptability, creativity, and resilience in navigating the unique challenges posed by multi-grade settings.  Ultimately, understanding and addressing the needs of multi-grade teachers is crucial for improving educational outcomes and creating inclusive learning environments.