Navigating Classroom Misbehavior: Lived Experiences, Challenges, and Coping Strategies of Teachers in a Public Elementary School
DOI:
https://doi.org/10.5281/zenodo.22125918Keywords:
student misbehavior, classroom management, teacher coping strategies, phenomenological research, positive discipline, public elementary schoolAbstract
This study explored the lived experiences of public elementary school teachers in managing student misbehavior at Cabangcalan Elementary School, Placer West District, Division of Masbate Province, and identified the coping strategies they used as basis for a Classroom Behavior Management Enhancement Program (CBMEP). A qualitative descriptive design using a phenomenological approach was employed. Ten teachers were included through complete enumeration and were assigned participant codes T1-T10. Data were collected through a validated semi-structured interview guide in face-to-face or Facebook Messenger interviews lasting 20-30 minutes, audio-recorded with permission, and analyzed through thematic analysis involving transcription, familiarization, coding, categorization, theme development, interpretation, and verification. Three major categories of student misbehavior emerged: Classroom Disruption, Lack of Engagement, and Aggressive and Harmful Behaviors. Teachers' management challenges clustered into Classroom and Workload Constraints, Lack of External Support, Learner Behavioral Difficulties, and Emotional and Individual Differences. Coping strategies were grouped into Preventive Classroom Management, Supportive and Counseling Approaches, Positive Reinforcement and Engagement, and Corrective and Collaborative Strategies. Teachers commonly used rules and routines, private counseling, praise and rewards, interactive activities, consistent consequences, conflict de-escalation, and parent coordination. The findings indicate that classroom behavior management depends on both teacher competence and school-home support. The proposed CBMEP integrates preventive management, counseling, positive reinforcement, learner engagement, parent-school collaboration, conflict resolution, teacher wellness, and monitoring to strengthen classroom discipline and support a safe and conducive learning environment.
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