DOI: 10.36347/sjahss.2016.v04i07.003

Pages: 758-765

The purpose of the study was to investigate challenges faced by teachers in teaching multi-grade classes. The study focused on challenges emanating from time tabling of lessons, scheming, lesson planning, lesson delivery and records management in multi-grade classes. The study used the mixed methodology and the descriptive survey design. Ten school heads and thirty teachers were purposively selected. Data was collected through document analysis, structured questionnaires, face-to-face interviews and observations of the actual teaching of composite classes. Data was analysed based on themes that emerged from the responses and research questions. The study revealed that teachers are allocated to multi-grade classes where they are expected to scheme, plan, teach and manage records separately for each grade in the multi-grade class resulting in overstretching of the teacher’s potentials. Multi-grade schools were found to be characterised by shortage of physical infrastructure, poor financial resource base and geographically spaced families such that teachers experience numerous challenges affecting their performance and ultimately the performance of the learner and the school. The other challenges observed were limited learning time for learners and work overloads on teachers. The study recommended for a review of the schools grading policy so that multi-grade schools are categorised as special learning zones with a special revolving fund towards financing teaching and learning processes.