Countering the challenges with multi-grade teaching of foundation phase teachers in the Joe Gqabi District, Eastern Cape Province

Abstract

The study aimed to explore strategies that Foundation Phase teachers may use to counter multi-grade teaching challenges. The study’s objective was to identify the challenges teachers encounter in multi-grade teaching and suggest strategies to alleviate them. The study adopted a qualitative research approach to allow the researcher to study participants’ lived- experiences. A case study design was adopted because it was user-friendly. This broad-based approach could draw adequate and accurate information within the short time needed to answer the research questions. Furthermore, the researcher used Bronfenbrenner’s Theory to allow the exploration of multi-grade teaching challenges. Additionally, the study was guided by the Montessori Educational Theory, whose theoretical framework is learner-oriented and mixed-ages. The literature review explored the origins of multi-grade teaching, its effects on learner’s performance, factors contributing to multi-grade teaching, inadequate learning opportunities, and strategies to alleviate the challenges of teaching multi- grade classrooms. The study used three data collection instruments, namely semi- structured interviews, document analysis, and observation. Moreover, purposive sampling was used to select the participants, namely principals, Heads of Departments and teachers. The thematic data analysis process was followed in order to read data easily across the whole data set. The study’s findings indicated that teachers were not trained for multi-grade situations; thus, they lacked the relevant skills for such an environment. Finally, recommendations for future research were put forward based on the findings.