ABSTRACT
Education does not only allow for the exploration of every aspect of life but as well as have a longing for knowledge and the desire to take this learning to the next level. Thus, the teacher's role in the teaching and learning process is vital. However, that delivery of the instruction towards the learners is a big challenge for the teachers who are handling Multi-grade teaching in this new normal. Multi-grade teaching is a situation in which one teacher has to teach many grade levels, all at the same time. Thus, the paper explores the lived experiences of Multi-Grade Teachers in public elementary school in the time of pandemic. Aided by a phenomenological research approach, the data were gathered from purposively sampled participants using face-to-face and online interviews. The data were analyzed using thematic analysis devised by Lichtman. The findings reveal semblance in the participants' views and practices in multi-grade teaching during the pandemic. Despite the detected adverse elements that relegate it, multi-grade teachers remain passionately dedicated to facilitating learning. However, making learners master the competencies required is still a great challenge to realize. Thus, the collaboration of all stakeholders, school administrators and local government are vital to address this perennial challenge in multi-grade teaching. [ FROM AUTHOR] Copyright of Technium Social Sciences Journal is the property of Technium Press Constanta and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)