Abstract
This transcendental-phenomenological study investigated the experiences of elementary multi-grade teachers in one of the schools in Samar Division, Philippines, located in a geographically isolated and disadvantaged area (GIDA) during the COVID-19 pandemic. The study explored these teachers’ challenges in providing quality education with limited resources and examined their management strategies and perceived needs and supports to overcome them. Purposive sampling was used to select study participants with at least three years of experience in handling multi-grade in the GIDA. Ethically collected data were analyzed using Collaizi’s method, identifying three main themes: challenges faced, management strategies and solutions employed, and perceived support and needs. The findings offered valuable insights about the need for additional training, seminars, and workshops on effective planning and preparation for multi-grade teachers. Such endeavors would equip teachers with diverse teaching approaches during pandemics and crises. The study’s conclusions could enhance future comparable multi-grade studies, providing valuable insights for improving educational practices in similar contexts.
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