Lived Experiences of Teachers in Contextualizing Multigrade Lesson Plans: A Phenomenological Analysis in Kalamansig I District (VOLUME 2, ISSUE 21)

Abstract

Multigrade teaching remains a critical instructional approach in rural and resource-constrained contexts where learners of varying grade levels are taught within a single classroom. This study explored the lived experiences of teachers in contextualizing multigrade lesson plans in the District of Kalamansig I, Division of Sultan Kudarat, during the school year 2025–2026. It aimed to understand how teachers design, adapt, and implement instruction to address diverse learning needs while ensuring meaningful and inclusive learning experiences. A qualitative research design, specifically a phenomenological approach, was employed to capture the depth of teachers’ experiences. Participants were purposively selected multigrade teachers from selected schools in the district. Data were collected through in-depth interviews and reflective narratives, allowing teachers to share their instructional practices, challenges, and coping strategies. Thematic analysis was utilized to identify key patterns and emerging themes. Findings revealed that teachers faced significant challenges in contextualizing lesson plans, including managing multiple grade levels simultaneously, limited instructional materials, time constraints, and the need to align lessons with varied competencies. Teachers also struggled with balancing individualized instruction and whole-class activities. Despite these difficulties, they demonstrated adaptability by employing differentiated instruction, integrating localized and culturally relevant content, and utilizing peer-assisted learning strategies. The study further highlighted the importance of creativity, resourcefulness, and contextual awareness in effective multigrade teaching. Teachers emphasized the value of collaboration, continuous learning, and support from school leaders in enhancing their instructional practices. The study concludes that contextualizing multigrade lesson plans requires sustained support, targeted training, and the development of flexible teaching resources to empower teachers in delivering responsive and effective instruction. Keywords: Voices, Non-Native Teachers, Indigenous Knowledge Systems and Practices, Multicultural Education