Challenges to Primary School Teachers in Multigrade Schools and Their Possible Solutions

Gulzar Ali Kaka

doi:10.7176/jep/10-28-08

Abstract

Teacher has a central position in school and whole academic process. If the teachers have challenges in the classrooms; the child’s education would severely be disturbed. There is a dire need to explore those challenges in order to improve the primary education. The purpose of this study is to investigate the challenges to primary school teachers in multigrade classes and seeks their possible solutions through available literature and discussion. Qualitative research using focus group discussion method was applied. Data was collected from those primary teachers who teach in multigrade schools. A sample of 30 participants including 6 head teachers and 24 assistant teachers was selected through purposive sampling method. Findings of study explored the major challenges to primary teachers in multigrade classrooms include curriculum design which is prepared for mono grade classes, class room management in multigrade classrooms, lack of trainings for multigrade classrooms , course completion problem, lesson planning, lack of skills, no any extra incentive for multigrade teachers, scarcity of teaching materials. Available literature and discussion have suggested possible solutions include willing teachers might be sent to multigrade schools, appropriate peer groupings like ability group, mix age group, mix ability group, playing group may be made, activity based learning would be more fruitful, lessons may be planned in such a way that similar topics merge in one topic, use of different type of flash cards and class rooms may be managed in such a way that it would be friendly for a child. Study is important because it provides a road map for teachers and policy makers to enhance quality of primary education. Research has also recommended that multigrade class pedagogy as an instructional technique may be included in trainings’ manual, teachers’ appointment for multigrade schools may be made separately or willing teachers would be selected for trainings and posted them in multigrade schools. Keywords : Challenges, Primary Teachers, Multigrade Schools, Multigrade Teaching DOI : 10.7176/JEP/10-28-08 Publication date :October 31 st 2019

Highlights

Multigrade teaching is not a new subject in formal education setting
UNDP started Millennium Development Goals (MDG) which focused on the universal primary education upto 2015 and different countries tried to achieve the target of MDG by setting multigrade schools in rural areas where one teacher was appointed to teach multigraded students in one class room
K., Hascher, T. (2015) advised a strategy named “Peel off” in which the teacher gives separate time to prepare for a planned task, when the students get prepared for that task they come on their desks and perform the task

Summary

Introduction

Multigrade teaching is not a new subject in formal education setting. Taole, M.J. (2017) identified that the practice of multigrade teaching is experienced in developed as well as developing countries throughout the world. More attention is needed to multigrade teaching because of one or two teachers teach more than one class collectively These schools are usually located in rural areas where the transport is not possible and they need a quality education within their premises. Such system of teaching requires creative pedagogical teachings for multigrade classes. Education department either country level or province level are striving for capacity building of teachers without acknowledging the real fact Such trainings are useless for the teachers where they are sent to multigrade schools. This research intends to explore current challenges to primary school teachers in multigrade schools and seeks to explore the possible solutions through available literature

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Conclusion