LIVED EXPERIENCES OF ELEMENTARY TEACHERS ON CLASSROOM MANAGEMENT DURING IN-PERSON CLASSES AN INQUIRY

Abstract

The purpose of this phenomenological inquiry is to explore and describe the lived experiences of elementary teachers concerning classroom management during in-person classes in the division of Davao De Oro. This is a qualitative research design that utilizes a phenomenological approach. Purposive sampling was used to gather participants. In-depth interviews and focus group discussions were conducted in data collection. Thematic analysis and data coding was employed to analyze the gathered data. In the experiences of the elementary teachers, four themes emerged: employing varied teaching and learning strategies, employing varied classroom management strategies, handling students’ varied attitudes and behavior, and dealing with poor attention span of students. As to the coping mechanisms, seven themes emerged: involving parents in addressing issues and concerns of students, seeking advice from colleagues and superiors, having self-management in dealing with challenges, implementing classroom strategy based on students’ needs and style, applying a reward system, having patience in dealing with students’ varied classroom behavior, and sharing experiences with family and colleagues. With regards to the insights, five themes emerged: find strategies to address students’ abilities and behaviors, setting goals and limitations in the classroom, wide understanding of the student’s situation, teaching entails dedication and sincerity, and effective classroom management.