FACILITATING LEARNER-CENTERED TEACHING IN MULTIGRADE CLASSROOMS: LIVED EXPERIENCES OF ELEMENTARY TEACHERS

EDUCATIONAL MANAGEMENT

This phenomenological study explored the lived experiences of elementary teachers who facilitate learner-centered teaching in multigrade classrooms in Bislig 2B District during School Year 2025–2026. The study focused on how teachers manage simultaneous instruction across grade levels and how these experiences shape their beliefs and attitudes toward learner-centered teaching. Nine multigrade teachers were purposively selected based on their direct experience in handling multigrade classes, and data were gathered through individual semi-structured interviews. The interviews were audio-recorded with consent, transcribed verbatim, member-checked, and analyzed thematically. The findings revealed six interrelated themes describing teachers’ lived experiences: demanding yet fulfilling multigrade practice; intensive and differentiated instructional preparation; flexible learner-centered facilitation; structured classroom management for simultaneous learning; differentiated and continuous assessment; and resourcefulness and collaborative professional support. The participants’ experiences also shaped three major belief themes: learner agency at the center of learning, inclusive responsiveness to learner diversity, and flexible and purposeful teaching practice. Their attitudes toward learner-centered teaching were characterized by positive commitment, a resilient and adaptive professional disposition, and continuous growth and collaborative improvement. The findings indicate that learner-centered facilitation in multigrade classrooms is not limited to the use of particular teaching techniques; it is an ongoing process of planning, adjustment, reflection, collaboration, and responsiveness to learners’ differences. The study further shows that teachers’ professional learning develops through repeated classroom experience and through support from school heads, co-teachers, training activities, and Learning Action Cell sessions. The study concludes that sustained multigrade-specific professional development, adaptable instructional resources, collaborative planning, and mentoring can support teachers in managing the demands of simultaneous learning while strengthening learner participation and independence.

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