A Phenomenological Study of English Teachers’ Firsthand Experiences in Multigrade Classrooms

Abstract

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 consequences for student learning and equity. Aims: The aim of this study is to understand how integrated school English teachers shape the teaching experiences in a multigrade classroom. Methodology: A qualitative-phenomenological approach to investigate the experiences of integrated school English teachers in a multigrade classroom setting. The study purposively selected eight English teachers, aged 25-45 years old, from integrated schools, with at least one year of experience. Data were collected through two focus group discussions, each with four members, to create a comfortable environment for sharing. Data were analysed through thematic analysis. Results: Three domains were identified, including personal, behavioural, and environmental, each with themes explaining how English teachers navigate multigrade classrooms. In the personal domain, six themes emerged, highlighting how teachers’ inner dispositions and past experiences strongly shape their instructional practices. In the behavioural domain, five themes were identified, demonstrating how teachers’ daily actions, consistency, and emotional regulation directly influence student discipline, confidence, and engagement. In the environmental domain, five themes surfaced, emphasising how physical settings, resource scarcity, and social contexts continuously shape teaching strategies. Conclusion: The results reveal that English teaching in multigrade classrooms is shaped by a complex interplay of personal values, behavioural practices, and environmental conditions. Teachers’ personal struggles, resilience, and motivation drive their commitment to inclusive and learner-centred approaches. Their daily behaviours, modelling positivity, establishing routines, and adapting to challenges, directly influence student confidence, discipline, and engagement. Meanwhile, environmental realities such as resource scarcity, classroom conditions, and community expectations continuously demand flexibility and creativity. This study highlights that effective multigrade teaching is sustained by patience, adaptability, and collaboration, with teachers drawing strength from both personal experiences and professional growth to ensure meaningful learning for all students.