An Investigation of Teachers' Perceptions of the Benefits of Multi- Grade Settings in Irish Primary Schools

Abstract

Multi-grade settings are prevalent in many schools both in Ireland and internationally. However, there is a widespread lack of awareness of multi-grade settings. There also continues to be a lack of understanding around the benefits and advantages that multi-grade settings can have on children's outcomes. Therefore, there is a need to highlight practicing teacher's perceptions on the positives of multi-grade settings in order to create a greater awareness of multi-grade settings among the teaching profession. There is a dearth of literature on this topic and much of the literature is out-dated. The literature that is available discusses the challenges of multi-grade teaching which includes, time management, classroom management, organisation and planning. The literature also highlights the cognitive benefits of multi-grade settings as children are constantly interacting with others and learning from one another. The literature also shows that there are no differences in the educational outcomes of a child in a multi-grade settings than those in a single-stream setting. The aim of this research was to establish and highlight the benefits of multi-grade settings. The researcher took a qualitative approach and carried out seven semi-structured interviews. This research study investigated the perceptions of seven teachers currently teaching in multi-grade settings in rural Ireland. This approach provided rich and detailed information which was then analysed thematically. Analysis of the findings showed that multi-grade settings have significant benefits to a child's development of positive relationships and social skills. It also showed that children in multi-grade settings are provided with greater opportunities for peer and collaborative learning as well as enquiry-based learning. The children in multi-grade settings benefit from a spiral and integrated curriculum where they continue to build on their knowledge each year. The researcher can conclude that multi-grade settings have profound educational, social and emotional benefits for children.