ABSTRACT
Classroom management is an essential component of effective teaching in public elementary schools. However, many teachers face daily challenges in maintaining order, guiding behavior, and supporting learners with diverse needs. This study explored the classroom management practices and challenges faced by elementary teachers in San Dionisio, Iloilo, as a basis for developing an intervention program. Using a qualitative phenomenological design, semi-structured interviews were conducted with 10 teachers, each with at least three years of teaching experience and who handled advisory classes. The data were analyzed using Braun and Clarke’s thematic analysis. The findings revealed that teachers employ structured rules and routines, foster positive relationships, and use learner-centered strategies to manage their classrooms. Despite these efforts, they face challenges such as disruptive behavior, diverse learning needs, limited resources, and large class sizes. Based on these findings, an intervention program was developed, focusing on structured systems, relationship-building, and adaptive teaching practices.
Keywords: Classroom Management, Elementary Teachers, Public Elementary Schools, Teacher Challenges
INTRODUCTION
Teachers around the world spend a significant amount of time dealing with classroom behavior rather than teaching actual lessons. In the statistic reported by Eser (2025) it shows that teachers use approximately 25 to 30% of their instructional time managing student behavior, and about 70% of teachers identify disruptive behavior as the biggest challenge in their classrooms. In elementary schools, when students are still learning self-control and social skills, classroom management is not just a problem in the classroom but also a significant concern for educators.
Classroom management is known to be a foundation of effective teaching. According to the WifiTalents Team (2025), 85% of teachers believe that classroom management is essential for creating a positive learning environment. A well-managed classroom allows students to feel safe, respected, and ready to learn. When rules are clear and routines are consistent, students know what is expected of them, which helps reduce confusion and misbehavior. It is also found that effective classroom management improves not only behavior but also academic performance. Still, based on Eser (2025), implementing a behavior management plan can improve academic performance by approximately 10%, while high levels of student engagement are linked to a 20% decrease in behavioral problems. Yasin et al. (2022) identified key classroom management elements such as strategic seating arrangements, including group seating and U-shaped layouts, which encourage interaction and cooperation.
Modern classroom management also emphasizes the role of the teacher as a behavioral model. Ibrahimova (2025) explained that effective classroom management goes beyond traditional control methods and focuses on teacher behavior as an example for students. By modeling respectful communication, encouraging self-control, and promoting intrinsic motivation, teacher’s help create a more inclusive and sustainable classroom discipline system (Ibrahimova, 2025). This approach is especially important in elementary schools, where students often imitate the behavior of adults.
Consequently, the Department of Education (2019) placed an extreme value on classroom management. In particular, the Learning Environment domain emphasizes how crucial it is to keep a classroom that is secure, organized, and encouraging so that kids may learn efficiently. Despite the importance of classroom management, studies reveal that teachers still face difficulties in applying effective strategies consistently. Amer-Gumpal and Basmayor (2024) found that public school teachers demonstrated high implementation of classroom management practices, but its effectiveness do not always eliminate classroom challenges, especially in diverse and crowded classrooms.
For instance, in large class numbers, a variety of student requirements, a lack of resources, and an increase in behavioral issues are some of the difficulties experienced by elementary school instructors. Even though many educators employ successful classroom management techniques, it's necessary to determine which approaches are most effective and the challenges they confront.
Furthermore, Matthew (2022) revealed that learning results and the quality of instruction are significantly impacted by efficient classroom management. Even carefully thought-out teachings might not be successful without it. Studying teachers' classroom management strategies and challenges is essential due to these issues.
This study aimed to propose an intervention that can direct the creation of a useful intervention program to assist teachers in managing classroom better.
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