FROM RESILIENCE TO RESULTS: STORIES OF MULTIGRADE TEACHERS IN RESOURCE -LIMITED SETTINGS

ROSE SHENNA D. COÑADO

Abstract


This study explored the stories of multigrade teachers in resource-limited settings using qualitative methods, specifically narrative inquiry. Seventeen teachers from the Municipality of President Roxas participated, with ten engaged in in-depth interviews and seven in focus group discussions. Purposive sampling ensured that participants had direct experience teaching in multigrade classrooms under resource-constrained conditions. The study sought to answer three research questions: the strategies teachers use to teach effectively, the challenges they face, and the motivations that sustain their practice despite difficulties. Findings revealed that teachers employ strategies such as resourcefulness and creativity, adaptation of lessons, collaborative and peer learning, assessment strategies, and contextualized teaching to address the complexities of multigrade classrooms. Challenges included the need for additional support, professional development, and effective classroom management. Despite these obstacles, teachers were motivated by personal fulfillment, a sense of professional accomplishment, and a strong commitment to student. The study highlights the resilience and ingenuity of multigrade teachers and underscores the importance of supporting their practices to enhance learning outcomes in resource-limited environments.

Keywords


Multigrade Teaching, Teacher Resilience, Resource-Limited Settings, Student Engagement, Teaching Strategies, Professional Motivation, Qualitative Design, Municipality of President Roxas

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References


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DOI: http://dx.doi.org/10.65010/seairj.v7i2.268

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