USR PUBLISHER

This study was conducted to examine the “Multi-Grade Classroom Hindrances”, in the way of effective teaching in Elementary Education. Multi-grade teaching is that type of teaching where a single teacher is teaching more than one class/grade. Multi-grade teaching has become one of the priority topics in the lower case. The reason for bringing this issue onboard is the recognition that multi-grade teaching has a potential to improve quality of teaching. This study was conducted based on to identify the challenges faced by teachers while teaching multi-grade classes. A qualitative research was conducted in district Malakand Khyber pakhtunkhawa Pakistan, having for four circles. From each circle one sample multi-grade school and from every school one teacher with multi-grade classes were purposively selected. Data were collected through individual interviews with four teachers of multi-grade classes’ sampled schools and semi-structured interviews were conducted with four teachers each from the four identified schools. Data were also collected through lesson observations from every sampled school. Data were categorized according to themes and then analyzed inductively. The results revealed that multi-grade teachers experienced a number of challenges (hurdles in lesson plan, work overload, hurdles in classroom management etc). The study thus, recommends that the Department of Elementary Education should increase teachers, strengthen and arrange special training for multi-grade teachers and provide resources which can help in multi-grade teaching.