Teachers’ Experiences in Multisubject Teaching: Managing Integrated Instruction across Core Learning Areas in a Grade 4 Classroom

Abstract

Multisubject teaching is a defining feature of elementary education, particularly in contexts where a single teacher is responsible for delivering instruction across several core learning areas. Although integrated instruction is widely promoted as an approach for improving instructional coherence and enhancing learner engagement, the practical realities of managing multisubject teaching in everyday classroom settings remain insufficiently examined, especially from the perspective of teachers. This qualitative study explored the experiences of Grade 4 teachers in managing integrated instruction across core learning areas within an elementary classroom context. Adopting a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed key patterns related to navigating curriculum density and time constraints, employing strategic integration of content and skills across subjects, adapting pedagogical practices to address learner diversity, and managing the emotional and professional demands associated with multisubject teaching. The findings suggest that while integrated instruction contributes to greater instructional coherence and learner engagement, it also entails substantial cognitive and emotional demands for teachers. These results highlight the importance of strengthened institutional support, clearer curriculum alignment, and sustained professional development to support and sustain effective multisubject teaching practices in elementary education.