Phenomenology of lived experiences of teachers of multi-grade classes, case study: teachers of Saqez city

The present study aimed to investigate the lived experiences of elementary school teachers about the challenges of multi-grade classes and to emphasize on their proposed solutions. It was conducted in the framework of qualitative research method and colaizzi's phenomenological approach. The research statistical population consisted of experienced male and female teachers of multi-grade classes in Saqqez, Iran, among whom a statistical sample of 10 teachers with the highest teaching years were selected through purposeful sampling method. The data obtained from the semi-structured interviews was analyzed through content analysis and open, pivotal and selective coding which led to the final summation of the most important educational challenges of multi-grade classes and practical solutions employed by these teachers. The findings showed that the most important educational challenges of multi-grade classes are 1) lack of time and time management due to the large number of textbooks and 2) students’ bilingualism. Based on the findings it is suggested that multi-grade teacher-training courses and revising textbooks according to the conditions of these classes while adapting to the objectives of the national curriculum is of high necessity.