Abstract
This research aimed to examine the lived experiences, challenges encountered, and support needs of teachers in teaching multi-grade classes, uncovering pivotal themes that influence teaching effectiveness and student learning. Through qualitative analysis, three principal themes emerged: Utilizing Technology, Resourcefulness and Preparation, and Diverse Pedagogical Approaches, underscoring the necessity for adaptability, technological adeptness, and innovative teaching methods to cater to the diverse learning needs within multi-grade settings. Additionally, the study identified critical challenges and support requirements, highlighting the need for comprehensive support and resources to enable teachers to navigate the complexities of multi-grade teaching successfully.
The conclusions drawn from the study emphasize the multifaceted nature of teaching in multi-grade classrooms and the imperative for strategic support mechanisms. To address these insights, the study recommends two-fold actions targeting both educational practitioners and policymakers. For school administrators, an investment in educational technology and the facilitation of collaborative teacher networks are paramount. Teachers are encouraged to pursue continuous professional development and to implement collaborative learning strategies to foster a supportive and dynamic learning environment. Furthermore, the study suggests that future research should focus on longitudinal studies to assess the long-term impact of these interventions and explore the integration of technology in multi-grade classrooms more deeply. The study's findings contribute valuable perspectives to the discourse on multi-grade teaching, proposing actionable strategies to enhance teaching efficacy and student engagement in such settings.