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Research Article

Lived Experiences of Untrained-Beginning Multi-Grade Teachers in Teaching Science in Remote Schools in Burauen Leyte, Philippines

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Abstract

This study explored the lived experiences of multi-grade teachers in teaching science, focusing on challenges, strategies, and sources of fulfilment in their professional journeys. Using a Husserlian phenomenological approach, this research gathered insight from teachers through in-depth interviews. Data were collected in the fourth quarter of the school year 2024-2025 through semi-structured, audio-recorded face-to-face interviews with 10 multi-grade teachers teaching science. Findings highlighted that while multi-grade science teaching is marked by significant challenges such as time constraints, diverse learners’ need, lack of specialized training, and limited resources, multi-grade teachers remain resourceful, resilient, and deeply committed. Teachers employ hands-on activities, adaptive strategies, and differentiated instruction to ensure inclusive science education and maintain learner learning engagement. Despite of the professional and emotional demands, multi-grade teachers find fulfillment and joy in witnessing their learners’ growth. The research concludes that multi-grade teachers play dynamic roles as mentors, community builders, and facilitators, underscoring the need for specialized training, policy recognition, and targeted support. It recommends context-based instructional support, professional development, and further research of localized strategies to enhance multi-grade science education.

Keywords:

Challenges Lived Experiences Multi-Grade Classroom Teaching Strategies

Article information

Journal

Journal of Education, Learning, and Management

Volume (Issue)

2(1), (2025)

Pages

256-268

Published

30-06-2025

How to Cite

Posion, D. P. (2025). Lived Experiences of Untrained-Beginning Multi-Grade Teachers in Teaching Science in Remote Schools in Burauen Leyte, Philippines. Journal of Education, Learning, and Management, 2(1), 256-268. https://doi.org/10.69739/jelm.v2i2.678

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