Abstract
The aim of this study is to identify the main problems that arise in multigrade classrooms. This research was designed as a case study. The data were obtained through interviews and observations. Participants of the study consist of 10 teachers working in multigrade classrooms in a district in the Mediterranean region in Turkey. The data were analyzed by using thematic analysis. As a result of the research, it was found out that the teachers were left alone in the multigrade classrooms and had difficult times. It was determined that they had problems in planning and executing the learning-teaching process, as well as ensuring classroom management. It was also revealed that having the duty of a principal teacher was a heavy burden for teachers and this duty led them to do all kinds of work at schools. It was discovered that the inspections made by the Ministry of National Education did not contribute greatly to teachers. However, parental assistance to teachers in non-educational matters appeared to be the only support for them within their daily workload.
Highlights
Multigrade classroom implementation (MCI) has been described differently by many researchers in the literature
Statements as to how teachers lose patience during the process and how they go through burnout come to the forefront. These results correspond to the findings of a research on multigrade classroom (MC) in South Africa, carried out by Taole and Mncube (2012), in terms of shedding light on assessing the profession and showing general deficiencies of these schools and discrepancies resulting from chronical problems, as well as the negative perception that these discrepancies create
Teachers who work in MCs located in the rural and remote areas of South Africa have been observed to complain about unresolvable problems such as not being able to complete the curriculum in time, general and physical deficiencies, etc
Summary
Multigrade classroom implementation (MCI) has been described differently by many researchers in the literature. Based on the common aspects of these definitions, the multigrade classroom (MC) implementation can be clarified with the concepts of multigrade classroom, multiage classroom, unified classroom and combined classroom in the literature (Little, 2006). Some of the teachers working in such schools have to engage in the administrative duties of the school in addition to their teaching responsibilities. This duty is defined as ‘principal teacher’ (Kaykanacı, 1993; Özmantar & Civelek, 2017), for which teachers working in MCI schools have to undertake official duties and responsibilities such as dealing with the maintenance of the school, etc
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