Investigating teachers’ perceptions of pedagogical challenges in multigrade Junior Primary Classrooms of Kunene Region in Namibia
Erastus Kleopas & Tulonga T. Shuukwanyama
Abstract
Multigrade teaching is widely used to expand access to education in sparsely populated rural areas, yet it presents persistent pedagogical and systemic challenges. This study investigated the experiences of junior primary teachers in multigrade classrooms in the Kunene Region of Namibia, focusing on instructional practices, curriculum demands, learner support, and institutional conditions. A qualitative approach was employed, using questionnaires, classroom observations, lesson artefacts, and reflective discussions. The findings reveal that teachers face significant challenges related to time constraints, heavy workloads, and complex curriculum demands, which often affect the quality and consistency of teaching delivery. Limited teaching resources, inadequate training, and professional isolation further restrict the implementation of learner-centred approaches. The study concludes that multigrade teaching challenges are largely systemic rather than individual. It recommends targeted professional development, context-responsive curriculum adaptation, improved resource provision, and strengthened institutional support to enhance teaching effectiveness and learner outcomes in rural multigrade settings.