Lived Experiences of Untrained-Beginning Multi-Grade Teachers in Teaching Science in Remote Schools in Burauen Leyte, Philippines

This study explored the lived experiences of multi-grade teachers in teaching science, focusing on challenges, strategies, and sources of fulfilment in their professional journeys. Using a Husserlian phenomenological approach, this research gathered insight from teachers through in-depth interviews. Data were collected in the fourth quarter of the school year 2024-2025 through semi-structured, audio-recorded face-to-face interviews with 10 multi-grade teachers teaching science. Findings highlighted that while multi-grade science teaching is marked by significant challenges such as time constraints, diverse learners’ need, lack of specialized training, and limited resources, multi-grade teachers remain resourceful, resilient, and deeply committed. Teachers employ hands-on activities, adaptive strategies, and differentiated instruction to ensure inclusive science education and maintain learner learning engagement. Despite of the professional and emotional demands, multi-grade teachers find fulfillment and joy in witnessing their learners’ growth. The research concludes that multi-grade teachers play dynamic roles as mentors, community builders, and facilitators, underscoring the need for specialized training, policy recognition, and targeted support. It recommends context-based instructional support, professional development, and further research of localized strategies to enhance multi-grade science education.