Abstract:
This case study was conducted to investigate challenges that teachers face as they teach multigrade classes in three primary schools in Lughesho zone in Chitipa District. Specifically the study aimed at establishing: knowledge and skills which teachers have for multigrade teaching; the kind of professional development which teachers receive for multigrade teaching; teaching strategies that teachers use in multigrade classes and major challenges teachers face in multigrade teaching.
The study followed a phenomenological qualitative design and it involved thirteen participants who were selected purposively. Data was collected using interviews and classroom observation. Data from interviews was transcribed and analysed by coding; then put into categories which led to the emerging of themes. Data from observation was analysed by carefully reading through the checklists. Within the process, key points were identified. Data from observation served the purpose of triangulation as it supplemented data from interviews.
Findings revealed that challenges teachers face include lack of training, negative attitude, lack of professional support, high workloads, failure to use learner centred methods, poor education quality, multigrade teachers as employers paying supporting teachers.
The general conclusion of the study is that teachers have challenges in multigrade teaching. The study recommends that stakeholders, that is, ministry officials including DTED and college lecturers should intensify orientation of PEAs, head teachers and all primary school teachers subjected to multigrade teaching on the best practices of the concept. Guidelines in form of modules could bring positive impacts on the practice of multigrade teaching, which could in the long run improve the quality of teaching in the marginalised rural schools Possibly, these attempts could be a stepping stone to achieving Education for All, which the study has established is at stake in rural schools
