Abstract
This phenomenological study explored the lived realities of multigrade teachers in Tubajon District, Dinagat Islands. Anchored on the ART (Adaptation, Resilience, and Thriving) Framework of Resilience, the study employed Colaizzi’s descriptive phenomenological method to uncover the essence of these teachers’ experiences. Analysis of interview data revealed nine theme clusters, which were further grouped into three major themes: the complex demands of multigrade teaching, growth and fulfillment in multigrade teaching, and strategies for effective multigrade teaching. Findings revealed that multigrade teachers face multifaceted challenges requiring flexibility and resourcefulness, yet they also experience personal growth and resilience. They utilize organized strategies to address diverse classroom needs but highlight the necessity for additional support and training. The study recommends targeted training, continuous professional development, emotional support programs, and development of resource banks and peer mentoring to enhance multigrade teaching effectiveness.
