Instructional leadership in multi-grade classrooms: What can mono-grade teachers learn from their resilience?

This paper explores how teachers teaching in multi-grade classrooms experience and adapt their teaching to meet the challenges of curriculum instructions in these classroom types. A case study was used to produce the data for this paper. The findings show that teachers were faced with challenges that include lack of proper training, insufficient support from stakeholders, not any workshops organised for multi-grade teachers and lack of resources at school. These challenges make teaching and learning difficult, and the conditions of the school and the community are not conducive to effective teaching and learning. Teachers rely on their professionalism, their reflexive, adaptive and deep contextual knowledge to enable teaching and learning to take place.