ABSTRACT
This study aimed to explore the lived experiences of Multi-Grade Teachers in the
Municipality of General Emilio Aguinaldo regarding how they handled and faced the difficulties.
Qualitative phenomenological research design was used in the study to evaluate subjective life
experiences and to understand a phenomenon from individuals’ perspective. Data were gathered
through face-to-face interviews using semi-structured guide questions. The researchers utilized
the thematic analysis of Braun and Clarke (2006) by using the six phases.
Findings revealed that teachers implementing multi-grade level of instruction experienced continuous professional development through seminars and training, there were available instructional materials provided and there were a variety of teaching methodologies in handling multi-grade level instruction. It also revealed that teachers implementing multi-grade
level instruction faced numerous challenges in handling multi-grade level instruction in teaching
and learning process, classroom management, reports and ancillary works, emotional health and
stability, social life interaction and soft skills attitudes in handling multi-grade level instruction.
Furthermore, study showed that even though teachers implementing multi-grade level instruction
faced numerous challenges, teaching is still their profession of choice, teaching is their passion,
and vocation. Multi-grade teachers’ dedication in teaching has been fulfilling and teaching in
multi-grade levels is valuable to them.