Document Type : Original Article
Authors
1
Assistant professor, Departmant of Social Science Education, Farhangian University, Tehran, Iran
2
Assistant professor, Departmant of Social Science Education, Farhangian University, Tehran, Iran.
3
departmant of science education, farhangian university, tehran.iran
10.48310/reek.2026.5107
Abstract
Background and Objectives: Multigrade classrooms, characterized by the co-existence of students from diverse grades, ages, and genders within a single instructional setting, pose unique pedagogical complexities distinct from monograde environments.
Methodology: Consequently, this qualitative study, utilizing a phenomenological approach, explored the lived experiences and professional challenges of multigrade teachers in Kelachay District, Gilan Province. Twelve educators were selected via purposive sampling, with data collection continuing through semi-structured interviews until theoretical saturation was reached. Although phenomenological in nature, data analysis employed a systematic coding process, including open, axial, and selective coding, to extract themes and construct a theoretical model.
Findings: Findings were categorized into causal conditions, strategies, and consequences. Causal conditions comprised structural deficits like teacher and student shortages alongside reinforcing educational inclinations. To navigate these constraints, teachers employed strategies including professional adaptation, self-directed knowledge enhancement, altruistic self-sacrifice, and collaborative help-seeking from colleagues, assistants, and parents. These mechanisms yielded dual outcomes. Positive consequences manifested as fostered peer cooperation, accelerated cognitive growth for lower grades through exposure to advanced content, and curriculum reinforcement for higher grades. Conversely, negative implications involved inequitable temporal allocation between grades, instructional reductionism in specific subjects, insufficient administrative supervision, and teacher psychological fragmentation. The core category emerging from the paradigmatic model emphasized the inevitable necessity of establishing multigrade classes managed by versatile educators.
Conclusion: Ultimately, while multigrade teaching engenders significant pedagogical and psychological hurdles, it simultaneously cultivates a valuable ecosystem of solidarity, resilience, and mutual assistance within the school community, necessitating targeted policy interventions to support these educators.
Keywords
)