Navigating Multisubject Teaching: A Phenomenological Exploration of Pedagogical Challenges and Adaptive Practices Among Elementary School Teachers

Multisubject teaching is a common feature of elementary education, particularly in schools where teachers are expected to handle several learning areas within the same grade level. Although this arrangement can promote holistic teaching and closer knowledge of learners, it may also generate substantial pedagogical, cognitive, and workload demands. This phenomenological study explored the lived experiences of elementary school teachers handling multiple subjects, with emphasis on their pedagogical challenges, adaptive practices, and perceptions of the positive and negative dimensions of multisubject teaching. Data were generated through semi-structured interviews with purposively selected elementary school teachers who taught several learning areas, including English, Mathematics, Science, Filipino, Araling Panlipunan, MAPEH, GMRC, and EPP. Thematic analysis revealed six major themes: (1) carrying the cognitive load of multiple disciplines, (2) time pressure and competing instructional demands, (3) versatility and professional growth through cross-disciplinary teaching, (4) adaptive planning and instructional flexibility, (5) emotional strain alongside professional fulfillment, and (6) collaboration and resourcefulness as mechanisms for sustaining practice. Findings indicate that multisubject teaching is experienced as both demanding and developmental. Teachers reported difficulties in maintaining subject-specific depth, preparing multiple lessons, assessing learners across disciplines, and balancing administrative responsibilities. Conversely, they perceived increased pedagogical flexibility, broader content knowledge, stronger learner relationships, and greater capacity for curriculum integration. The study highlights the need for targeted professional development, collaborative planning structures, accessible instructional resources, and workload-responsive school policies to sustain quality multisubject teaching.