Multigrade Educational Frameworks in Southeast Asia and the Lived Experiences of Teachers
DOI:
https://doi.org/10.54536/ajiri.v5i3.7969Keywords:
Bayugan City, Multigrade Education, Phenomenology, Policy-Practice Gap, Teacher SupportAbstract
This study examined the multigrade educational framework in Southeast Asia and the realities of multigrade teachers in Bayugan City Division, Philippines. It aimed to explore the conduct of multigrade classes, teachers’ challenges, policy-practice gaps, needed support systems, and a proposed action plan for strengthening multigrade teaching. The study used a qualitative phenomenological design complemented by a systematic literature review of twelve selected studies. Eighteen multigrade teachers from ten public elementary schools were purposively selected and interviewed using semi-structured questions. Data were analyzed through thematic coding. Findings revealed that multigrade teaching involves flexible, contextualized, differentiated, and peer-supported instruction. However, teachers faced challenges related to workload, limited resources, policy misalignment, insufficient training, learner readiness, parental support, and geographic and technological barriers. Multigrade education continues to serve an important role in underserved school contexts, but its effectiveness depends on responsive policies, coordinated support systems, and context-specific interventions. The proposed EMPOWER-MG action plan may help strengthen multigrade teaching practices and improve support for teachers and learners.
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