ABSTRACT
This qualitative research method using phenomenological research design aimed to formulate a program recommendation on the phenomenological experiences of multi-grade teachers. A researcher-made interview guide was employed to the 12 teachers in four primary schools teaching multi-grade classes in the Schools District of Banate during the school year 2022-2023. The data gathering instruments were subjected to face and content validation by a panel of experts. Thematic analysis was utilized for descriptive data analysis. The experiences of multi-grade teachers were amazing, worth remembering, challenging and inspiring although they have to show patience at all times. On the other hand, multi-grade teachers were struggling, uncertain, hesitant and doubtful. The study revealed that multi-grade teachers manage the multi-tasks and responsibilities attached to their assignment through observing time management strategies, prioritizing their work and learning teaching strategies.
Keywords: Phenomenological Experiences, Multi-grade Teachers, Program Recommendation
INTRODUCTION
Teachers’ phenomenological experiences in public schools can take many different forms. The data of the Department of Education for the Consolidated Individual Commitment Review Form (IPCRF) report in 2019-2020 found that the performance level was 73% yet this remains 2% less than the national goal. Several matters discussing many teachers’ views, one regarding their motivations to transfer to higher grade levels, make up about 55% of the teaching staff, and the underlying reason for this was identified by looking at their actual grade-level experiences (Lariosa et al., 2022).
Bilbao (2012) stressed that multi-grade teachers should go through life's events, and each of them has developed a unique coping mechanism for handling life's hardships, which could include pressure, disappointments, low self-esteem, incompleteness, dependence, and incapacity to handle challenges in day-to-day activities.
Creative thinking has led nations all around the world to consider alternative approaches to realizing the objective of education. For the benefit of students studying at home under the guidance of their parents or para-teachers, many delivery alternatives or platforms are being designed, introduced, and made available. Likewise, in response to the issues posed by guaranteeing the welfare and well-being of students and teachers, an unprecedented period has prompted every country to design an educational intervention. (Fitria, 2020).
In the Philippines, it is preferred to discuss multi-class teaching, in which a teacher instructs students at least two grade levels in one classroom. It can also entail teaching a group of pupils in their mother tongues who come from different ethnic origins and ability levels. (Birch and Lally, 2005).
Teachers' disapproval of multi-grade instruction and remote schools gives them the tools and encouragement they need to go through any challenges. They ought to participate in unique training courses. (Bisnar, 2022).
As a former multi-grade teacher, the researcher believes that the study's findings would enhance the teaching of multi-grades in the schools District of Banate.
Additionally, the researcher would like to determine the multi-grade teachers’ phenomenological experiences as basis for program recommendation.
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