Abstract
This phenomenological study explored the lived experiences and pedagogical practices of multigrade teachers in geographically isolated schools in Manticao, Misamis Oriental. Using Edmund Husserl’s phenomenological approach, the study aimed to understand how these educators manage the challenges of teaching multiple grade levels in a single classroom, engage learners in active learning, and reflect on the meaning they derive from their experiences. Data were collected through personal narrative essays and semi-structured interviews with ten multigrade teachers, who shared insights into classroom management, instructional strategies, learner engagement, and challenges in resource-limited settings. The findings revealed several key themes: a strong sense of purpose in teaching, the use of creative and contextualized pedagogy, differentiated instructional strategies, and the importance of community involvement. Teachers viewed their work not just as a profession but as a mission, driven by a deep commitment to their students' growth. Despite limited resources, teachers employed innovative approaches such as peer teaching and community-based resources to enhance learning experiences. The study also highlighted the teachers’ ongoing professional growth, despite limited formal training opportunities, through self-reflection and collaboration. The research underscored the resilience and adaptability of multigrade teachers in overcoming the challenges of teaching in remote areas. Recommendations included the development of context-sensitive instructional materials, targeted professional development programs, stronger school-community partnerships, and improved support for teacher well-being. These insights contributed to a deeper understanding of the complexities of multigrade teaching and offer practical strategies for improving teaching practices and learner outcomes in similar settings.
