The Lived Experiences of Primary School Teachers Working in Multigrade Classrooms: A Phenomenological Study with a Descriptive-Analytical Approach

Razmtallab, Nasser; Moeinikia, Mahdi

doi:10.61186/meo.13.2.89

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Volume 13, Issue 2 (6-2024)

MEO 2024, 13(2): 89-119

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The Lived Experiences of Primary School Teachers Working in Multigrade Classrooms: A Phenomenological Study with a Descriptive-Analytical Approach

Nasser Razmtallab ^*

, Mahdi Moeinikia

Mohaghegh Ardabili University

Abstract: (1296 Views)

Multigrade education has been considered as a solution in the education system in order to provide the basis for access to basic education, making education for all possible. The present study was conducted with the aim of identifying and explaining the challenges of primary teachers in multi-grade primary classes. This research is qualitative and phenomenological. The statistical population of the current study consists of all the teachers and principals working in multi-grade classes in Sarein city, who were teaching in multi-grade classes in the academic year 1401-1402. Among them, 13 people were selected as participants in a purposeful and accessible manner until the data reached saturation. The data were collected using semi-structured interview and were analyzed using coding technique in three levels, open, central and optional, and with MAXQDA 2020 software. The validity of the research findings was confirmed by the survey method by the participants. The consistency of the findings was also checked using the agreement method between the two coders and the number 0.81 was calculated, indicating appropriate consistency of the findings. To measure the reliability and accuracy of this method, the expert review method was used. The collected data were categorized into 3 dimensions, 15 axial codes and 42 open codes. Based on the data analysis, three dimensions were identified for the challenges of primary teachers in multi-grade classes, which are: Next, the challenges of the educational environment (teaching weakness of teachers, lack of experience of teachers, weakness of courses and workshops, too much content of books, lack of teaching time, lack of educational technology, lack of space, classroom space, inappropriate age and gender and inappropriate combination of IQ)، then the challenges of the educational process (cultural challenges, transportation problems), Next, structural and managerial challenges (financial and managerial affairs, matters related to parents). The components and dimensions identified together show a set of challenges for teachers of multi-grade classes, which can be of interest to education specialists in this field and to deal with the negative effects of multi-grade classes, such as academic decline in schools. be effective.

Article number: 5

Keywords: Challenge of teachers, multi-grade classes, lack of time, lack of experience of teachers, multiplicity of grades

Full-Text [PDF 721 kb] (44 Downloads)

Type of Study: Research | Subject: managing education in education
Received: 2023/12/21 | Accepted: 2024/05/31

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Razmtallab N, Moeinikia M. The Lived Experiences of Primary School Teachers Working in Multigrade Classrooms: A Phenomenological Study with a Descriptive-Analytical Approach. MEO 2024; 13 (2) : 5
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