INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY: APPLIED

BUSINESS AND EDUCATION RESEARCH

2024, Vol. 5, No. 12, 5162 – 5174
http://dx.doi.org/10.11594/ijmaber.05.12.19

Research Article

Challenges and Opportunities in Multigrade Teaching: Experiences of

Primary School Teachers in Far-Flung Schools

Clyde Polynne Mayden G. Rondero, Ivy H. Casupanan

President Ramon Magsaysay State University, 2201, Philippines

Article history: ABSTRACT

Submission 30 November 2024
Revised 07 December 2024 This study finds out the opportunities and challenges in multigrade
Accepted 23 December 2024 teaching: experiences of primary school teachers in far-flung
schools in San Marcelino, Zambales. The study made use of qualita-
*Corresponding author: tive research adhering to the phenomenological methods and data
E-mail: were thematically analyzed. Results of the study showed that the
clydepolynnemayden.rondero@ challenges encountered by multigrade teachers in far-flung schools
deped.gov.ph are difficulty in handling classroom and time management, failing to
consider the diversity of learners, inadequacy in teaching multiple
grades and experiencing burnout in teaching. Multigrade teachers
overcome challenges encountered through teachers’ resourceful-
ness, understanding differences, teachers’ resiliency, teachers’ inno-
vativeness, and support group system Students use reappraising
and evading as their boredom-coping strategies in Social Studies
discussions. The opportunities experienced by the multigrade
teachers are enhancing the self-esteem of teachers, recognizing
shared responsibility for facilitating student learning and increasing
the teaching proficiency of teachers. An enhancement program was
proposed. The study recommends that the Department of Education
(DepEd) may conduct seminars for good practices in teaching mul-
tigrade classes. Multigrade teachers may use varied teaching strate-
gies and innovative instructional materials that will cater all learn-
ers’ needs and for effective students’ learning. Further studies may
be conducted to validate the results of the study.

Keywords: Challenges, Overcome, Opportunities, Multigrade teachers

Introduction instructional approaches, strategies, and class-

The instruction of students from two or room management. These classes can be held
more grade levels in a single class is referred to more frequently since they can be conducted
as multigrade teaching. Such environments ne- more affordably and with fewer students than
cessitate the adoption of particular in a traditional classroom. Since they don't have
How to cite:
Rondero, C. P. M. G. & Casupanan, I. H. (2024). Challenges and Opportunities in Multigrade Teaching: Experiences of
Primary School Teachers in Far-Flung Schools. International Journal of Multidisciplinary: Applied Business and Education
Research. 5(12), 5162 – 5174. doi: 10.11594/ijmaber.05.12.19
 Rondero & Casupanan, 2024 / Challenges and Opportunities in Multigrade Teaching

to travel far from their homes to get to school, (Mirando, 2012, p. 117). Despite the challenges
kids are consequently more motivated to go to of teachers assigned in a multigrade environ-
school. ment, they give their best for their students'
Many of the multigrade schools in South- learning experience to be productive and
east Asia were also founded in response to in- meaningful (Naparan & Alinsug, 2021). They
ternational commitments to education for all, even shared part of their salaries to produce
including the Millennium Development Goals learning materials for their students (Castiga-
and the Convention on the Rights of the Child. dor, 2019).
According to UNESCO figures, there are 8,404 Multigrade teaching constitutes a work en-
multigrade schools in Vietnam, 1,353 multi- vironment full of difficulties and problems.
grade schools in 22 provinces of Cambodia, 135 Teachers' challenges should not be ignored, for
multigrade schools in Timor Leste, and 66% of they will be the basis on how to develop and
Indonesian schools are remote schools. There help them promote quality education. In this
are roughly 7,952 multigrade schools in the background, the researcher considers it neces-
Philippines. There are just four multigrade sary to investigate opportunities and chal-
schools left in Malaysia. lenges in multigrade teaching: experiences of
Multigrade teaching occurs when one primary school teachers in far-flung schools in
teacher handles more than one grade level (Lit- San Marcelino, Zambales.
tle, 2001). The implementation also of multi-
grade education in the Philippines was Methods
strengthened by DO 81, s. 2009, as the govern- Research Design
ment provided special hardship allowance, ad- This research is qualitative research adher-
equate training for multigrade teachers, giving ing to the phenomenological methods. Accord-
of resource package and other benefits. ing to Polit & Beck, (2012), the phenomenon or
There are areas in the Philippines where to- case can be a person, a group, an organization,
tal school enrolment is low, or there is a lack of or an event. The use of a single case study is an
teachers, making it necessary to combine dif- appropriate design for certain circumstances,
ferent grade levels. Hence, in remote places, including when the case represents (a) a criti-
multigrade schools are present to endure sig- cal situation to test the theory, (b) an authentic
nificant contributions to education for all case, (c) a regular case that can facilitate under-
movement. As of the Academic year 2008- standing of usual circumstances, (d) an open
2009, 12,225 of 37,697 public elementary case that previously has been inaccessible, or
schools were multigrade (Villalino, 2010). It is (e) a longitudinal case (Yin, 2014). The study is
not easy for a Multigrade teacher to experience considered “a common case that can capture an
that some pupils, especially the higher-grade understanding of usual circumstances” be-
level, who may not be listening while the cause of the experiences of teachers in the im-
teacher is discussing because they may already plementation of multigrade teaching.
know the topic.
In the Philippines, the most common prob- Participants
lems in multigrade classrooms are preparation The participants of the study were purpos-
and planning of daily lessons, the inadequacy of ively chosen teachers teaching multigrade to el-
instructional materials, classroom manage- ementary learners in the District of San Mar-
ment supervision, familiarity of different celino province of Zambales with at least one
schemes in teaching multigrade classes, appli- school year experience as such. This was con-
cation of teaching methodology in real teach- sidered because teachers who are new in the
ing-learning situations, lack of school facilities, service are most likely to experience challenges
schedule of activities, big class size, poor work- and difficulties. However, teachers who are
ing conditions of teachers, inadequate pre and more than a year in multigrade teaching may
in-service training of teachers in specific skills also encounter difficulties that need to be ad-
related to multigrade teaching, and concern dressed, hence they were also included.
about the academic achievement of children
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 Rondero & Casupanan, 2024 / Challenges and Opportunities in Multigrade Teaching

Instrument researcher concerned only with the essence of

Data inquiry using researcher-made ques- their experiences as to how they describe them.
tionnaires was the main instrument used to During the interview, the participants gave the
gather the pertinent data for the study. This re- freedom to finish or not the process. After the
search utilized two means to collect data. First interview, the researcher recorded the data
was an open-ended questionnaire related to gathered and proceeded to data analysis.
the challenges and opportunities experienced
by the multigrade teachers, the second was an Results and Discussion
informal interview to validate the teachers’ re- Challenges Encountered by Multigrade
sponses in the open-ended questionnaire. The Teachers
research instrument was subjected to con- According to Naparan & Castaneda (2021),
struct and content validity. Three experts were some teachers are still unprepared to teach
asked to check the consistency of the items. multigrade classes, multigrade allowances may
not be sufficient to cover costs, stressful work
Data Gathering Procedure environments caused by the physical state of
The researcher constructed formal letter classrooms and buildings, language barriers,
asking the School’s Division Superintendent to challenges managing the classroom, a lack of
conduct the study. Once given permission, the necessary materials and resources, risks asso-
researcher approached the multigrade teach- ciated with students' travel to school assign-
ers’ respective heads to inform them about the ments, workload, absenteeism, a lack of stake-
study. After meeting the school heads, the re- holder support, and a lack of training. There are
searcher then had the initial conversations difficulties involved in teaching multigrade
with her target participants. The researcher in- classes that could cause teacher burnout. Some
troduced the research to the target participants multigrade teachers in other parts of the world
and sought their consent to participate in the struggle with time constraints, transportation
study. As the participants gave their consent, issues related to school assignments, poor com-
the researcher arranged with them a schedule munication with parents due to illiteracy, lan-
for the interview. The researcher observed the guage, and cultural barriers, low socioeco-
most convenient time for the research partici- nomic status, and difficulties with the actual
pants during the interview. In gathering the teaching and learning process. These first-hand
data, the researcher upheld the Ethical princi- accounts from multigrade educators in other
ples necessary in collecting the qualitative data. nations resemble teachers' experiences in the
The researcher treated the participants with Philippines quite a bit.
the utmost respect. The researcher always pre- The challenges encountered by multigrade
served the anonymity of the participants and teachers in far-flung schools is shown in Table
the confidentiality of the data they got. The 1.

Emerging
Question Relevant Statements F
Themes
• Preparing different lessons for different level
of learners
• preparation of learning materials, execution
What are the
of the lessons and preparation of the multi
challenges you Difficulty in han-
grade lesson plan…
encountered as dling classroom
• Lack of references and ready-made lesson 6
multigrade and time manage-
plan of multigrade classes
teachers? ment
• As a multigrade teacher I experience insuffi-
cient time in handling classes……
• Insufficient time sometimes in handling clas-
ses

IJMABER 5164 Volume 5 | Number 12 | December | 2024

 Rondero & Casupanan, 2024 / Challenges and Opportunities in Multigrade Teaching

Emerging
Question Relevant Statements F
Themes
• As a multi grade teacher the challenges I en-
countered is insufficient time in handling clas-
ses and in the actual teaching.
• Cater the individual needs of each student…
• Teaching pupils with different personalities
and characters
• learners’ attitude towards learning
• Culture
• Undesirable attitude of some learners…. Failing to consider
• Guiding them with different intellectual dif- 7 the diversity of
ferences learners
• …..ensuring the effectiveness of prepared dif-
ferentiated instructions, strategy to be used
since they have different abilities; and limited
time to cope all the topics for 2 different grade
levels.
• Lack of training… Inadequacy in
• It was hard to teach two grades in one class- 2 Teaching Multiple
room. Grades
• …as multigrade teacher are the tons of coordi- Experiencing
nator ships and reports 2 burnout in teach-
• …amount of work ing

Based on the table presented, the chal- task, the teacher is occupied with another
lenges encountered by the teachers as multi- group's instruction, which poses a manage-
grade teachers in far-flung schools are: class- ment challenge for multi-graded teaching
room management, learners’ individual differ- (Taole & Mncube, 2012). The lack of time is one
ences, time management, lack of training and of the main issues that teachers face when in-
teachers’ workload. structing multigrade classes (Mulryan-Kyne,
2004). Lesson plans are created by teachers
Difficulty in handling classroom and time specifically for their classes. They must instruct
management kids in various grade levels, though. Therefore,
Mirando (2012), in his study, revealed that it frequently results in incomplete lectures. To
the most common problems in multigrade properly comprehend the teachings at each
classrooms were preparing different lessons grade level, they require more time. It can be
for different levels of learners on a day-to-day difficult for teachers to develop the skills of stu-
basis, mismatches of trainings received to mul- dents who are in different grade levels. To ena-
tigrade teaching (case-to-case basis), physical ble students of various year levels, learn more
conditions of the classrooms, and absence of effectively, they must effectively manage their
needed materials in teaching multigrade learn- time. Multigrade classrooms frequently lack or-
ers. The preparation and planning of daily les- ganization, don't practice peer tutoring, and
sons, inadequate instructional materials, class- don't provide material in a logical order
room supervision, familiarity with various (Sampson & Condy, 2016).
schemes for teaching multigrade classes, and
the use of teaching methodology in actual Failing to consider the diversity of learners
teaching-learning situations are the most fre- Individual differences play a variety of roles
quent issues in multigrade classrooms in the in how students perform and behave during in-
Philippines. While one group is working on a struction. Gender, age, IQ, ability, interest, prior

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 Rondero & Casupanan, 2024 / Challenges and Opportunities in Multigrade Teaching

knowledge, learning style, motivation, locus of Experiencing burnout in teaching

control, self-efficacy, and epistemological Brown (2008) found that teaching several
views are the most typical differences across grades requires too much work from the teach-
learners (Kuzgun and Deryakulu 2004). In mul- ers. This study suggests that multi-grade teach-
tigrade classes, teachers frequently encounter ing requires greater planning and evaluation
issues with students' abilities, such as writing effort. Despite having a lot on their plates in the
challenges and other academic issues (Blease & classroom, instructors also need to administra-
Condy, 2015). It can be difficult for teachers to tive tasks at the school. Teachers prefer single-
develop the skills of students who are in differ- grade classes to multi-grade ones, because
ent grade levels. multi-grade classes need more planning, organ-
ization, preparation, and work. In terms of
Inadequacy in Teaching Multiple Grades preparation, instruction, and assessment, they
These teachers weren't ready for the cir- were overworked. The teachers shared duties
cumstance when they were employed and as full-time educators and handled administra-
given multigrade classrooms to teach in. The tive activities (Taole & Mncube, 2012; Gasa,
experiences and opinions of teachers and sub- 2016; Mulaudzi, 2016). The multi-grade
ject-matter experts about teaching in multi- teacher had to battle for his or her time and at-
grade classes have been discussed by Bashiri tention with such a variety of duties (SEAMEO
Haddadan (2013). There are no specialized INNOTECH, 2019). They took on a variety of re-
training programs for multi-grade classrooms, sponsibilities, such as classroom teaching,
and the teachers lack experience of teaching sometimes spanning multiple grades, leading
strategies in these settings. Teachers' training instruction and assessment in a range of sub-
should take into account the location and the ject areas, managing tight school budgets, ful-
conditions in which the teacher is expected to filling expanding fundamental accountability
instruct (White & Reid, 2008). Many teachers and reporting requirements, and building solid
lack the necessary training and are not familiar relationships with tight-knit communities.
with the most recent methods and approaches (OECD, 2019).
for teaching (Du Plessis and Mestry, 2019). Be-
ing a teacher of multiple grades presents both a Multigrade Teachers Overcome Challenges
difficulty and a chance for professional growth Multigrade instructors face these difficul-
(Vasquez-Martinez et al., 2021). an educator's ties on a daily basis, but coping strategies have
Teaching in multigrade classes requires profes- been developed to help them continue carrying
sional development, knowledge, and abilities of out their obligations to provide their students
all three types. with high-quality instruction. Table 2 shows
the how the multigrade teachers overcome
challenges encountered.

Emerging
Question Relevant Statements F
Themes
• Being flexible
• As teachers must develop flexible group prac-
tices and review the learning competencies and
meet the needs of our learners.
How do you
• I used to download from the internet for refer-
cope with the Teachers’ Re-
ences 5
challenges you sourcefulness
• the teacher will be more resourceful, creative,
experienced?
imaginative and strategic in managing multi
grade classes
• Give them different activities according to their
level.

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 Rondero & Casupanan, 2024 / Challenges and Opportunities in Multigrade Teaching

Emerging
Question Relevant Statements F
Themes
• Understand the needs of the learners well… (2)
• Learn about their culture Understanding
4
• Doing my responsibility to understand and teach differences
them well.
• following a timetable in doing duties and respon-
sibilities (2) Teachers’ Re-
3
• I am usually doing these works during my extra siliency
time sometimes rendering overtime at work
• By attending seminar on multi grade
Teachers’ In-
• Attend seminars and trainings to enhance our 2
novativeness
skills on teaching multigrade
• … and assistance form coworkers and heads from
time to time.
• Seeking recommendations from colleagues who Support Group
3
have been teaching MG long enough to master the System
curriculum.
• Parent involvement in learners’ development
TOTAL 17

As gleaned from the table, the multigrade less power in the community, such as low-in-
teachers overcome challenges by teachers’ re- come families, indigenous children, and chil-
sourcefulness, understanding differences, dren of ethnic minorities (Jorgensen et al.,
teachers’ resiliency, dedicated to professional 2010; Biddle et al., 2018). Schools in remote ar-
growth and support group system. eas may be challenging to manage (OECD,
2019).
Teachers’ Resourcefulness
Teachers used their creativity to overcome Teachers’ Resiliency
their obstacles. Given their situation, teachers Despite the difficulties, teachers perse-
need to be creative. Teachers had to create vered and kept their strength. The best teach-
their own instructional materials due to a lack ers for them were their experiences. Despite
of resources and assistance (Taole, 2014). They the difficulties they faced, they keep developing
frequently bring items they've gathered them- and learning. They made every effort to com-
selves. Even so, they spent their own money to plete challenging activities, and they sought to
purchase materials (Ngubane, 2011). To assist teach many grades while accomplishing learn-
their pupils with their fundamental necessities, ing goals (Taole, 2014). 2020 (Rafiq & Sultana).
such as food, they worked along with other Multi-grade teachers can serve as role models
stakeholders. Additionally, they went to other for successful teaching through their pedagogi-
MG schools in an effort to find best practices. cal leadership attributes, resilience, and adapt-
These are a few examples of the inventiveness ability (Ramrathan and Ngubane, 2013).
displayed by teachers. Using what is available
and adapting to the situation, teachers in re- Teachers’ Innovativeness
mote places are frequently quite resourceful Teachers' innovativeness was developed
(Cornish, 2010; Quejada, & Orale, 2018). through multi-grade teaching. To address their
particular circumstances, they must be crea-
Understanding Differences tive. The teachers had to develop their own
Far-flung teachers and leaders must de- teaching and learning management techniques
velop communication skills with underrepre- due to a lack of training in multi-grade teaching.
sented or marginalized groups that may have They created their own plans of action that

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 Rondero & Casupanan, 2024 / Challenges and Opportunities in Multigrade Teaching

were tailored to their circumstances (Ramra- (Heaney and Israel, 2008). Resilience was
than & Mzimela, 2016; Brown, 2010). To stay strongly predicted by social support networks
up with the necessary personal and organiza- (Stewart & Yuen, 2011). Involvement with
tional changes, teachers must innovate and other instructors and exchanges among them
build their skills (Lecat et al. 2017; Arocena et are highlighted by the need for social support
al. 2007). (Naparan, 2018).

Support Group System Opportunities Experienced by the Teachers

The definition of social assistance is the in Handling Multigrade Classes
providing of useful assistance from friends, As they enjoy their teaching career in
family members, and coworkers Bjrlykhaug multi-grade instruction, teachers have
and colleagues (2012). Similar to that, it is de- acknowledged rewarding exposure. Table 3
scribed as "support made provided to a person presents the opportunities experienced by the
through social connections with others individ- multigrade teachers.
uals, organizations, and the larger community

Emerging
Question Relevant Statements F
Themes
• reward for us to become an effective teacher.
Enhancing the
• fulfilling experience
6 Self-Esteem of
• overwhelming but satisfying at the same time
Teachers
• challenge (3)
• empower his colleagues and to develop and pro-
duce as well
Recognizes
multi skilled 21st century learners
What are the shared respon-
• flexible and resourceful (2)
opportunities 7 sibility for fa-
• A motherly teacher, sometimes angry bird but at
you experi- cilitating stu-
the end fair enough to understand them.
enced in han- dent learning
• guide and engage students
dling multi-
• service oriented, patience (2)
grade classes?
• adopt the lesson and welling to teach multigrade
• The ability to be adaptable and knowledgeable
Increasing the
about various tactics. Multigrade teachers must
teaching profi-
be adaptable in order to tailor the curriculum to 4
ciency of
their multigrade classes.
teachers
• It is quite fascinating, as it opens an opportunity
for me to learn more about teaching MG.
TOTAL 17

As shown from the table there three (3) op- conviction that multi-grade instruction is valu-
portunities experienced by teachers in han- able and the best way to ensure that everyone
dling multi grade classes. has access to an education will be crucial to the
implementation of multi-grade instruction's
Enhancing the Self-Esteem of Teachers success (Kivunja and Sims, 2018).
Self-esteem can act as a fundamental psy-
chological building block by a driver of involve- Recognizes Shared Responsibility for Facili-
ment in academic work (Lim and Lee, 2017). tating Student Learning
The value of multi-grade teaching was According to McCollough and Gremler
acknowledged by teachers as a result of their (1999), one of the most important aspects of
experiences. The teacher's determination and education in the academic setting is the

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 Rondero & Casupanan, 2024 / Challenges and Opportunities in Multigrade Teaching

coproduction of learning, which states that in Conclusions

order for students to learn, both the teacher Based on the foregoing findings, the follow-
and the student must work together (Chonko, ing conclusions were drawn: 1. The challenges
2003). In fact, students' intrinsic desire for encountered by multigrade teachers in far-
learning can be increased by highly engaging flung schools are difficulty in handling class-
instructors who use active-oriented learning room and time management, failing to consider
assignments (Young, 2005). Additionally, dia- the diversity of learners, inadequacy in teach-
logue interaction, a collaborative learning ap- ing multiple grades and experiencing burnout
proach that is interactive, promotes learning in teaching.2. Multigrade teachers overcome
and builds relationships of trust between par- challenges encountered through teachers’ re-
ticipants (Ballantyne, 2004). Teachers can col- sourcefulness, understanding differences,
laborate to exchange knowledge, critically eval- teachers’ resiliency, teachers’ innovativeness,
uate their teaching approaches, offer peer or and support group system Students use reap-
collegial support, and even develop teaching praising and evading as their boredom-coping
strategies together (Kelchtermans, 2006; Van- strategies in Social Studies discussions. 3. The
grieken, Dochy, Raes, & Kyndt, 2015). opportunities experienced by the multigrade
teachers are enhancing the self-esteem of
Increasing the Teaching Proficiency of teachers, recognizing shared responsibility for
Teachers facilitating student learning and increasing the
Teaching across grade levels is an ongoing teaching proficiency of teachers. 4. An en-
endeavor. The demands of multi-grade teach- hancement program was proposed to reiterate
ers in the teaching and learning process should the unwavering commitment to tackling prob-
be taken into account via induction, mentor- lems with educational access and quality
ship, and certification programs on multi-grade through research-based policies, as well as the
instruction. Academic institutions' training value of collaboration and partnership, in order
programs, which include mentoring and orien- to equip multigrade teachers in teaching multi-
tation before deployment, significantly aid in grade classes.
the delivery of multi-grade instruction (Brown,
2010). They must develop personal capabilities Acknowledgment
outside of the confines of the typical beginning The researchers wish to acknowledge the
and ongoing teacher education programs, assistance and support extended by the follow-
which are designed for the traditional mono- ing educators and friends for their contribution
grade classroom (Koulouris & Sotiriou, 2006). to the success of this study.
To ensure that they are supported in interpret- Ivy Hipolito Casupanan, EdD., the re-
ing the curriculum, managing learning in spe- searcher’s thesis adviser, for giving her idea to
cial circumstances, implementing teaching in- make this study an interesting one, encourage
novations in the classroom, improving per- to finish this study and spending time in giving
sonal competences, and boosting their confi- instructions and sharing her knowledge in
dence as teachers in rural schools, teachers making this study.
need to participate in in-service training work- Marie Fe D. De. Guzman, EdD., Graduate
shops and collaborate with principals (Taole, School Director, for her professional leadership
2014; Darling-Hammond, 2013; Joubert, 2010). which inspired both faculty and students to aim
higher and achieve better outcomes.
Proposed Enhancement Program Dr. Rosario D. Dacuno, Chairman, Mr.
Following the generation of the results, a Guillermo O. Andres, Mr. Raymond D. Espiritu,
proposed enhancement program is made to members of the panel who shared their wis-
further address the situation of multigrade dom and knowledge, advices and encourage-
teachers and improve the multigrade program ments for the improvement of this study.
in San Marcelino District (See Appendix D).

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 Rondero & Casupanan, 2024 / Challenges and Opportunities in Multigrade Teaching

Schools Division Office of Zambales, for analysis. Budapest International Re-

granting the researcher permission to conduct search in Linguistics and Education-Jour-
study and administer questionnaires to the nal (BirLE), 5(4), 432-441.
teachers of the four (4) schools in the District of https://doi.org/10.33258/birle.
San Marcelino. v5i4.7270
President Ramon Magsaysay State Univer- Admin. (2022). Review of the Multigrade Pro-
sity, for giving the researcher quality educa- gram in the Philippines. SEAMEO
tion, along with the honed wisdom and values INNOTECH. https://www.seameo-
to make appropriate decisions for the realiza- innotech.org/review-of-the-multigrade-
tion of this study. program-in-the-philippines/.
To the four (4) Multigrade School Heads of Arocena, P., Nunez, I., & Villanueva, M. (2007).
San Marcelino District, for allowing the re- The efeect of enhancing workers' employ-
searcher to conduct study and administer ques- ability on small and medium enter-
tionnaires to their teachers. prises:evidence from Spain. Small Bus-
To all the participants: Multigrade Teachers siness Economics, 1(2), 191-201.
– San Marcelino District, who gave their coop- Bashiri Haddadan, K. (2013). Teachers and ex-
eration in answering the questionnaires with perts’ perceptions and experiences of
all their knowledge. multi-grade classes in primary schools in
To all her MAED professors, classmates, Caliber rural areas. Master’s thesis. Fac-
and all the school staff, who gave endowed ulty of Education and Psychology. Tabriz
knowledge and learnings to the researchers as University.
well as provided assistance during the whole Ballantyne, D. (2004). Dialogue and its role in
time of this study. the development of relationship specific
To her Parents, Napoleon R. Rondero, May- knowledge. Journal of Business & Indus-
den G. Rondero, her auntie Noreen Gallardo trial Marketing, 19, 114-123.
and his brother Napoleon Selwyn G. Rondero Biddle, C., Mette, I., & Mercado, A. (2018). Part-
Jr., for their immeasurable love and support nering with schools for community devel-
and for serving as the researcher’s primary rea- opment: Power imbalances in rural com-
son to continue and be better. munity collaboratives addressing child-
To her love one Aldrynn Jan, for his love, hood adversity. Community Development,
care and support and compassionate encour- 49(2), 191-210.
agement to complete this paper. Blease, B. & Condy, J. (2015). Teaching of writ-
Most of all Almighty God, for the gift of wis- ing in two rural multigrade classes in the
dom and knowledge and for giving me the cour- Western Cape. Reading & Writing 6(1).
age and strength to make this study possible http://dx.doi.org/10.4102 / rw.v6i1.58
Bjørlykhaug, K. I., Karlsson, B., Hesook, S. K.,
C.P.M.G.R and Kleppe, L. C. (2021). Social support
and recovery from mental health prob-
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