Lesson planning challenges and best practices among multigrade teachers

Abstract

ABSTRACT

This study aimed to identify the challenges faced by beginning multigrade (MG) teachers and to examine the practices of highly proficient MG teachers in lesson planning within the Schools Division of Ilocos Norte. To gather comprehensive data, the researcher employed a total enumeration approach in administering survey questionnaires to all 78 beginning MG teachers, ensuring that every teacher’s experiences and perspectives were captured. In addition, purposive sampling was used to conduct unstructured interviews with 11 highly proficient MG teachers, allowing the researcher to gain in-depth insights into effective teaching practices and strategies in multigrade classrooms. The collected data were analyzed using descriptive analysis for the quantitative survey results and thematic analysis for the qualitative interview responses. Through this process, key themes emerged that characterize the practices of highly proficient MG teachers, including strategic lesson integration, differentiated and learner-centered instruction, integration of subjects and skills, effective time and resource management, utilization of multigrade instructional frameworks, and mentoring. These findings provide a detailed understanding of both the challenges confronting novice MG teachers and the evidence-based strategies employed by experienced educators to promote effective and inclusive learning across multiple grade levels.

Keywords: Multigrade teaching, Lesson planning, Beginning teachers, Highly proficient teachers, professional development, Mixed method study