Vol. 6, Issue 1 (2020)
Challenges to primary school teachers in Multigrade schools and their possible solutions
Author(s): Gulzar Ali kaka, Syed Muhammad Ahsan Bukhari, Anila Hanif Rao, Raffique Nawaz Bhutto, Neelam Alies Aneela
Abstract: Teacher has a central position in school and whole academic process. If the teachers have challenges in the classrooms; the child’s education would severely be disturbed. There is a dire need to explore those challenges in order to improve the primary education. The purpose of this study is to investigate the challenges to primary school teachers in multigrade classes and seeks their possible solutions through available literature and discussion. Qualitative research using focus group discussion method was applied. Data was collected from those primary teachers who teach in multigrade schools. A sample of 30 participants including 6 head teachers and 24 assistant teachers was selected through purposive sampling method. Findings of study explored the major challenges to primary teachers in multigrade classrooms include curriculum design which is prepared for mono grade classes, class room management in multigrade classrooms, lack of trainings for multigrade classrooms, course completion problem, lesson planning, lack of skills, no any extra incentive for multigrade teachers, scarcity of teaching materials. Available literature and discussion have suggested possible solutions include willing teachers might be sent to multigrade schools, appropriate peer groupings like ability group, mix age group, mix ability group, playing group may be made, activity based learning would be more fruitful, lessons may be planned in such a way that similar topics merge in one topic, use of different type of flash cards and class rooms may be managed in such a way that it would be friendly for a child. Study is important because it provides a road map for teachers and policy makers to enhance quality of primary education. Research has also recommended that multigrade class pedagogy as an instructional technique may be included in trainings’ manual, teachers’ appointment for multigrade schools may be made separately or willing teachers would be selected for trainings and posted them in multigrade schools.