Adapting to Change: Teachers’ Lived Experiences in Multigrade Settings Amid Curriculum Reforms for Equitable Education

Abstract

Curriculum reforms play a vital role in improving educational quality and ensuring that teaching practices remain responsive to learners’ evolving needs. The study investigated the lived experiences of public-school teachers navigating multigrade classrooms amid curriculum reforms. Conducted in selected public schools within the Division of Oroquieta City. The study involved 10 purposively selected teachers who met specific inclusion criteria. Using a single semi-structured interview guide, the study collected detailed narratives on teachers’ experiences, which were analyzed through Moustakas’ (1994) phenomenological method. There were five emerging themes identified in the study, namely: physical and emotional strain in navigating multigrade teaching amid curriculum reforms; classroom space as a dynamic enabler of multigrade teaching and curriculum adaptation; experiencing professional growth and fulfillment through student-centered adaptation; supportive relationship as a key influence in teachers’ adaptation to curriculum reforms; and instructional resources as catalysts for adaptation and creativity in multigrade teaching. The interplay of physical and emotional demands, flexible use of space, student-centered practices, supportive relationships, and creative access to instructional resources shapes teachers’ effective adaptation to curriculum reforms in multigrade classrooms. Schools and education stakeholders may strengthen the implementation of curriculum reforms in multigrade settings by providing sustained professional and wellness support for teachers.