Stories of struggle and strength: Impact of multigrade teaching on primary teachers' wellbeing in rural Pakistan

Wazir Ali, Joko Nurkamto, Gunarhadi
Universitas Sebelas Maret, Indonesia
Niamatullah Baloch
Changzhou Institute of Technology, China and Lasbela University of Agriculture, Water and Marine Sciences, Pakistan
Muhammad Arif
Southwest University, China
Kristóf Fenyvesi
University of Jyväskylä, Finland and The Education University of Hong Kong, China

Multigrade teaching is a prevalent feature in schools situated in underprivileged rural regions globally, primarily attributable to insufficient infrastructure, a shortage of qualified teachers, and geographic dispersion. This study aims to examine the impact of multigrade teaching on teachers' wellbeing in Balochistan, Pakistan, and to explore how these teachers experience, interpret, and maintain their well-being amid challenges such as professional isolation, resource constraints, and systemic issues. We conducted a qualitative narrative inquiry study, comprising eight semi-structured interviews with multigrade teachers, and grounded narrative identity and self-reflection theories as frameworks. The findings underscore persistent challenges such as burnout, chronic stress, professional isolation, emotional exhaustion, and limited institutional support, all of which contribute to the neglect of teachers' wellbeing in Balochistan. Notwithstanding these difficulties, the study indicates that teachers demonstrate resilience and adaptability through peer support, narrative techniques, and innovative pedagogical approaches. By adopting a holistic perspective on wellbeing, the research illustrates how teachers maintain resilience and a sense of purpose despite adversities, thereby enriching the understanding of rural education in Pakistan. Through elevating teachers' voices, we provide practical recommendations for enhancing support systems and retention strategies. We advocate policy reforms, including specialised multigrade training, emotional wellbeing programs, and greater teacher involvement in decision-making.
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Authors: Wazir Ali (corresponding author) is currently a doctoral researcher at the Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia. His research interests focus on education policy, teacher education, multigrade teaching, wellbeing challenges in teaching, digital learning, and social issues in Pakistan and Indonesia. He has published in several Scopus-indexed journals and serves as a reviewer for a number of international journals including Frontiers in Education and Frontiers in Sociology. Scopus ID: 59721525100 ORCID: https://orcid.org/0009-0004-7198-0066 Email: wazirjamali504@student.uns.ac.id Professor Joko Nurkamto is a senior faculty member at Universitas Sebelas Maret, Indonesia, specialising in English language education, teacher development, and curriculum innovation. His extensive research contributions, international collaborations, and leadership roles have significantly advanced language education scholarship in Indonesia. He actively mentors postgraduate students and supports educational quality enhancement initiatives. Scopus ID: 56436592800 ORCID: https://orcid.org/0000-0002-8231-0779 Email: jokonurkamto@staff.uns.ac.id Professor Gunarhadi is an expert in special education at Universitas Sebelas Maret, Indonesia. His research centres on inclusive education, learning disabilities, and pedagogical interventions to support diverse learners. He has authored numerous publications, led national education projects, and contributed extensively to improving inclusive teaching practices across Indonesian schools. ORCID: https://orcid.org/0000-0002-1329-6280 Scopus ID: 56468046000 Email: gunarhadi@fkip.uns.ac.id Niamatullah Baloch is currently an assistant professor and Chairperson of the Department of Educational Research and Development, Faculty of Education, Lasbela University of Agriculture, Water and Marine Sciences, Uthal, Balochistan, Pakistan. In the Talented Young Scientist Program (TYSP) she is a research assistant professor at Changzhou Institute of Technology, Changzhou, Jiangsu, China. Email: niamat.edu@luawms.edu.pk Dr Muhammad Arif is a postdoctoral researcher at Southwest University, Chongqing, China, with expertise in history, culture, and educational development. His interdisciplinary work examines social transformation, regional history, and contemporary educational issues. He has contributed to international journals and collaborates globally on research related to culture, society, and learning. ORCID: https://orcid.org/0000-0002-2737-5086 Email: arifedu8@swu.edu.cn Dr Kristóf Fenyvesi is a Senior Researcher at the Finnish Institute for Educational Research, University of Jyväskylä, Finland. His work focuses on STEAM education, mathematical arts, and innovative learning environments. He is internationally recognised for promoting creativity in science education and for leading global projects connecting the arts, education, and technology. ORCID: https://orcid.org/0000-0001-5416-376X Email: kristof.fenyvesi@jyu.fi Please cite as: Ali, W., Nurkamto, J., Gunarhadi, Baloch, N., Arif, M. & Fenyvesi, K. (2026). Stories of struggle and strength: Impact of multigrade teaching on primary teachers' wellbeing in rural Pakistan. Issues in Educational Research, 36(2), 413-437. http://www.iier.org.au/iier36/ali.pdf