Teachers' Experiences in Multi-Grade Instruction: A Meta-Synthesis

This study presented a meta-synthesis of teachers’ experiences in teaching multi-grade classes across countries. It utilized 18 studies out of the initial 89 studies from the PRISMA using Critical Appraisal Skills Programme (CASP) checklist. Constant comparison and the use of thematic analysis resulted to eleven (11) themes and two emerging meta-themes were generated. Results indicated that multi-grade teachers have different experiences and coping mechanism in teaching. Teachers experienced success in multi-grade teaching when they cultivate whole-hearted commitment, sense of accomplishment and recognize the value and usefulness of multi-grade teaching. Challenges experienced by the teachers included being left behind, inadequacy in multi-grade teaching, difficulty in classroom and time management, failure to address learners’ diversity and burnout syndrome in teaching. Their personal and professional qualities of being resourceful, innovative and resilient made them stand despite of the challenges they encountered. Multi-grade teaching is a continuous training from teacher preparation to professional development. Academic institutions should provide strong immersive internship partnership with schools and community. It is recommended that induction, mentoring and certification programs on multi-grade instruction should respond to the needs of multi-grade teachers in the teaching learning process of diverse groups of students