2025 IJRSE – Volume 14 Issue 9
Available Online: 2 May 2025
Author/s:
Jimenez, Lerie Avon
Ilocos Sur Polytechnic State College, Tagudin, Ilocos Sur, Philippines (lerieavonjimenez@gmail.com)
Abstract:
Multigrade classrooms, where a single teacher is responsible for teaching multiple grade levels in one room, are common in rural and underserved areas. These settings present unique challenges, as teachers are tasked with managing diverse learning needs, varying curriculum requirements, and limited resources. This study investigates the narratives, teaching practices, and training needs of multigrade teachers in Cervantes, Ilocos Sur. Using a qualitative research design, data was collected through verbal and written interviews with nine (9) multigrade teachers, guided by an aide-memoire. Transcriptions were analyzed using cool and warm analyses. From the themes emerged the acronym MULTIGRADE MAGIC, capturing key dimensions of multigrade teaching: Mastering Distance, Unleashing Reflective Growth, Leading with Resilience and Creativity, Tailoring Lessons, Igniting Peer Tutoring and Collaboration, Generating Thematic Learning, Refining Time Management, Adapting Tailored Lessons for Multi-Level Learners, Defining Management Strategies, Empowering Resourcefulness, Meeting Training Gaps, Activating Technology to Bring Lessons to Life, Grounding Teaching Contextualized Practices, Innovating Instructional Delivery, and Cultivating Collaboration. A contextualized, staggered training design was crafted in response, emphasizing differentiated instruction, time management, contextual planning, and digital integration—delivered through workshops, mentoring, and peer support. The study recommends institutionalizing reflective spaces like peer learning communities, incorporating feedback loops such as action research, and creating teaching resources tailored to multigrade contexts. Future research should examine the long-term impact of such training programs and explore how collaboration and technology can improve teaching quality in resource-limited, multigrade environments.
Keywords: multigrade classrooms, training design, differentiated instruction, teacher training, classroom management
DOI: https://doi.org/10.5861/ijrse.2025.25091
Cite this article:
Jimenez, L. A. (2025). From theory to practice: Narratives of multigrade teachers in Cervantes, Ilocos Sur. International Journal of Research Studies in Education, 14(9), 105-127. https://doi.org/10.5861/ijrse.2025.25091