A Phenomenological Study of English Teachers’ Firsthand Experiences in Multigrade Classrooms
Ashley Necole B. Daman & Ariel E. San Jose · Asian Journal of Education and Social Studies · 2026
Background: Multigrade classrooms often present a problematic situation in teaching performance, where teachers are expected to deliver instruction to students across different grade levels within a single period. Poor teaching performance in such settings can have significant co...
Open access
Research Article
10.9734/ajess/2026/v52i22875