Exploring Diverse Factors Affecting Teachers in Teaching Multi-Grade Classes

Rose Marie C. Rayas; Henry R. Inciso; Kirsten Julia B. Servano; Jovelyn M. Ranille; Rose Anne S. Sumeguin; Monica G. Espiritu

doi:10.55927/eajmr.v4i6.194

Authors

Rose Marie C. Rayas Eastern Samar State University
Henry R. Inciso Eastern Samar State University
Kirsten Julia B. Servano Eastern Samar State University
Jovelyn M. Ranille Eastern Samar State University
Rose Anne S. Sumeguin Eastern Samar State University
Monica G. Espiritu Eastern Samar State University

DOI:

https://doi.org/10.55927/eajmr.v4i6.194

Keywords:

multi-grade teaching, remote schools, teacher challenges, professional development, equity

Abstract

This qualitative study explored the diverse factors affecting the delivery of quality education by multi-grade teachers in selected remote elementary schools during the 2023–2024 school year, using a phenomenological approach with 10 teachers from Eastern Samar. Six themes emerged: resource allocation, environmental factors, pedagogical challenges, training needs, financial concerns, and psychological stressors. The findings revealed that teachers often used personal funds due to delayed government support and faced poor infrastructure and limited digital access. Pedagogical issues included managing diverse learners and limited instructional time, but teachers used innovative strategies like differentiated instruction and peer tutoring. Psychological stress such as burnout was common, highlighting the need for emotional resilience. The study emphasized the importance of targeted professional development and systemic support tailored to multi-grade teaching realities, urging policy reforms in training, funding, resources, and mental health support to improve education in isolated communities.

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