Asian Journal of Education and Social Studies

Multigrade teaching in geographically isolated island schools remains a pragmatic solution to low enrolment and limited resources in the Philippines. In Sto. Niño District, Schools Division of Samar, teachers navigate complex instructional and contextual realities that demand resilience and innovation. This study aimed to explore the lived experiences of multigrade teachers in Sto. Niño District during School Year 2025–2026, focusing on their instructional practices, challenges, coping mechanisms, and implications for multigrade education. Using Interpretative Phenomenological Analysis (IPA), qualitative data were gathered through Focus Group Discussions (FGDs) with 14 multigrade teachers from four island schools. Thematic analysis was employed to surface emergent themes from teacher narratives. Findings revealed that multigrade teaching is both challenging and fulfilling. Teachers reported heavy workloads, resource scarcity, inadequate infrastructure, and professional isolation as major constraints. Despite these, they employed adaptive strategies such as differentiated instruction, peer tutoring, contextualized learning, and time management routines. Coping mechanisms included resource improvisation, collaboration with school heads and communities, and experiential innovations like using local materials and real-life island contexts. Peer-assisted learning emerged as a central strategy that enhanced classroom engagement and reduced instructional strain. Multigrade teaching in Sto. Niño District is sustained by teachers’ resilience, creativity, and community support, yet systemic gaps in resources and professional development persist. The study underscores the need for localized policy interventions, targeted training, and improved infrastructure to strengthen multigrade education in island schools.