Lived Experiences of Teachers in Multigrade Classrooms: A Case Study of Khalkhal County, Ardabil Province
Document Type : Original Article
Authors
1 B.A. Student in Persian Language and Literature, Farhangian University, Ardabil, Iran.
2 Ph.D. Student in Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
Abstract
Background and Aim: The present study was conducted with the aim of investigating the lived experiences of teachers in multi-grade classrooms in Khalkhal County.
Methods: In terms of nature, the research is qualitative; from the perspective of its purpose, it is fundamental-applied, and it was conducted using a phenomenological method. The statistical population included all teachers of multi-grade classrooms in Khalkhal County during the 2025–2026 academic year, and the statistical sample consisted of 25 of them, selected via purposive sampling until reaching theoretical saturation. Data were collected through deep semi-structured interviews (30 to 45 minutes, both in-person and by phone). The inter-coder reliability for the interviews, based on Cohen’s kappa, was 0.82. The validity and credibility of the findings were confirmed through member checking, and all ethical principles, including informed consent and confidential coding, were observed.
Results: The findings indicated that cooperative learning, peer tutoring, and the enhancement of social skills are the main advantages of multi-grade classrooms. Conversely, the lack of time, the difficulty of simultaneously managing multiple grades, students’ bilingualism, the shortage of educational facilities, and socio-economic weaknesses and limitations are considered the major challenges of these classes; which, alongside the structure of the educational system, have doubled the complexity of classroom management.
Conclusion: The results indicate that reaping the benefits of multi-grade classrooms requires addressing the existing challenges. Therefore, improving the quality of education in these classes depends on designing specialized teacher training courses, revising textbook contents, equipping schools, and strengthening educational supports in line with the objectives of the National Curriculum.
Methods: In terms of nature, the research is qualitative; from the perspective of its purpose, it is fundamental-applied, and it was conducted using a phenomenological method. The statistical population included all teachers of multi-grade classrooms in Khalkhal County during the 2025–2026 academic year, and the statistical sample consisted of 25 of them, selected via purposive sampling until reaching theoretical saturation. Data were collected through deep semi-structured interviews (30 to 45 minutes, both in-person and by phone). The inter-coder reliability for the interviews, based on Cohen’s kappa, was 0.82. The validity and credibility of the findings were confirmed through member checking, and all ethical principles, including informed consent and confidential coding, were observed.
Results: The findings indicated that cooperative learning, peer tutoring, and the enhancement of social skills are the main advantages of multi-grade classrooms. Conversely, the lack of time, the difficulty of simultaneously managing multiple grades, students’ bilingualism, the shortage of educational facilities, and socio-economic weaknesses and limitations are considered the major challenges of these classes; which, alongside the structure of the educational system, have doubled the complexity of classroom management.
Conclusion: The results indicate that reaping the benefits of multi-grade classrooms requires addressing the existing challenges. Therefore, improving the quality of education in these classes depends on designing specialized teacher training courses, revising textbook contents, equipping schools, and strengthening educational supports in line with the objectives of the National Curriculum.
Keywords
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