Authors : Amereza N. Lucernas

Volume/Issue : Volume 9 - 2024, Issue 5 - May

Google Scholar : https://tinyurl.com/4tarchdd

Scribd : https://tinyurl.com/f7yehbrz

DOI : https://doi.org/10.38124/ijisrt/IJISRT24MAY922

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study unfolded the feedback of teachers of Talomo District, Davao City on behavioral problems in learning environments. There were ten (10) teachers who participated in the study. This study made use of a phenomenological approach to extract the ideas of the participants. The participants were purposely selected as representatives from the group of teachers in the same division. The virtual in-depth-interview was employed to gather some information as regards to their respective experiences on behavioral issues in learning environments. Using the thematic analysis, the following themes emerged as pertains to the experiences of the participants: cheating, Inappropriate distracting behavior in class and school attendance issues. The coping mechanisms to address the struggles of kindergarten play-based learning were: developing relationship with students, using praise and reward and graduated discipline system. The educational management insights gained from the experiences of the teachers were primarily focused on implementing schoolwide policies and expectations on student behavior. The principals may be more receptive on the current problems and issues of the teachers. The school heads may implement rules and policies that will set the disciplinary tone of the school. The teachers may continuously adapt coping mechanisms to address issues and be vigilant in finding classroom solutions to their problems.

Keywords : Behavioral Issues, Face-to-Face Classes, The Teaching Profession.

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