Lived experience of teachers from teaching multi-grade classrooms

The purpose of this study is to describe the life experience of teachers of teaching multi-grade primary classes in rural areas.

in accordance with the objective, the study is qualitative and phenomenological research. Research population includes all multi-grade teachers of primary schools in rural areas of Mako city, among them, research sample of 15 people was selected by criterion-based purposive sampling. The data was collected by qualitative semi-structured interview and analyzed by Collaizi’s seven-step method. To validate the data, the opinions of expert professors, experts and teachers who have served for many years in multi-grade schools and classrooms in rural areas of Mako County; was used.

In-depth analysis of teachers’ experiences resulted in identification and categorization of 6 main topics: teaching methods and class control, problems of multi-grade classes, curriculum issues, financial issues of teachers and schools, strengthening multi-grade classes, and advantages of multi-grade classes; and 13 sub-themes: teaching methods, class control, problems of students in multi-grade classes, problems of teachers in multi-grade classes, problems of students’ families in multi-grade classes, curriculum content, curriculum implementation, teacher’s salaries, school’s fees, reducing problems of multi-grade classes, improving and increasing productivity of multi-grade classes, advantages of teachers and advantages of students.Keywords: lived experience of teachers, multi-grade classes, primary education.