” Teachers’ Perspectives on Addressing Student Misbehavior in the Classroom”

” Teachers’ Perspectives on Addressing Student Misbehavior in the Classroom”

Andresa E. Espinal^*, Dr. James L. Paglinawan

College of Education, Central Mindanao University

^*Corresponding author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90500087

Received: 25 April 2025; Accepted: 28 April 2025; Published: 31 May 2025

ABSTRACT

This study explored on the teachers’ beliefs and responses towards student misbehavior in their classrooms at Old Damulog National High School, Bukidnon, Philippines. A qualitative narrative inquiry design was used to examine the circumstances that the teachers faced, their approach to addressing student misbehavior, and those tools and recommendations they offer based on their experiences. Semi-structured interviews collected data from eight participating teachers who were purposefully selected to capture a range of grade levels and teaching experience. Thematic analysis was used to understand the data collected and to pinpoint themes and patterns across participant narratives. Results revealed the challenges teachers face in dealing with student misbehavior and each of social relationships. These challenges for teachers consist of students who misbehave repeatedly, students who are not serious about the consequences of misbehavior, and the difficulty of balancing punitive measures of authority with a relationship-building approach. This study attempts to make visible suggestions on student misbehavior in classrooms to inform practice and professional learning experiences.

Keywords: student misbehavior, classroom management, teacher perspectives, narrative inquiry, qualitative research

BACKGROUND OF THE STUDY

This research investigated the lack of clarity on how teachers address student misbehavior in the classroom. This problem has repercussions on the educational environment, teacher-student relationships, and education (Ellis & Levy, 2008) , and the research of Sijtsema and Lindenberg (2018) examines the relationship between peer influence and adolescent misbehavior, specifically the performance and evaluation of such behaviors related to aggression, rule violation, and classroom disruptions. Using advanced social network models, the research is able to distinguish between peer influence (behavioral repertoires adopted from friends) and peer selection (choosing friends based on similar behaviors). The study indicated that students use their peers as evaluators of potential misbehavior, and they are more likely to misbehave when the behavior is a) perceived as socially rewarding, and b) connected to some level of peer status. Students are influenced more when misbehavior is indirect, like gossiping or noncompliance, than direct aggression, which may cause rejection. The researchers further note that misbehavior can further promote misbehavior in classrooms as peer discussion may reinforce classmates’ demonstration of misbehavior, some of which are influenced by peer-generated hierarchy and social status. This study reminds us that the peer dynamics should be identified and understood in order to address classroom misbehavior effectively.

Barela et al. (2018) studied Conceptions of Students in Situations of Risk on a Behavior Modification Program CREATE: A Story of One Public School in the Philippines, issused a study of how teachers utilized the CREATE (Change, Reinvent and Elevate Attitude Towards Excellence) program to manage student maladaptive behavior at Benjamin B. Esguerra Memorial National High School. The program employed activities like interactive games, lectures, and lessons on values in order to tackle common problems such as absenteeism or tardiness. Utilizing surveys and interviews, the researchers determined that the method helped to improve both student behavior and social skills. The study by Barela et al. (2018) demonstrates the significance of a proactive, values-based approach to managing classroom behavior in the Philippines.

The research conducted by Dimacangun and Sambo (2024), Classroom Behavior of Learners and its Effect to their Academic Performance, took place in Abaga Integrated School, Bukidnon, Philippines, and focused on classroom behaviors of learners and their impact to academic performance in school. Researchers found positive behavior and respect shown to the teachers from the students, but at the same time, inconsiderate actions such as, talking-out-of-turn, making noise during class, or being inattentive were also taken in note. The research suggests schools implement programming, such as counseling or conflict resolutions, to help regulate inappropriate or negative behavior, while also mediating positive behaviors. Doing so will allow for improved academic performance in school and positive behavior changes by the student, towards a more positive learning environment.

According to research by Saptono, L., & Matondang, I. V. (2023) the increased teacher competence of pedagogical, professional, and personality skills decreases academic stress in students. Teacher competence involves classroom management, which has been positively correlated with students exhibiting lower levels disruptive behavior, and has increased levels of student satisfaction by Rebollos et al. (2025). For example, when teachers utilize varied instructional strategies and establish substantive communication, they seem to encouraged more positive learning environments, which can lead to student engagement, satisfaction, and wellbeing.

Additionally, gender differences are viewed as important aspects of classroom dynamics, and recent research has already demonstrated that one-size-fits-all may be insufficient to respond to the specific behavioral patterns of boys and girls by Rebollos et al. (2025). Finally, teacher competence must be developed across all dimensions to establish a supportive and productive learning environment. Teacher competence is a key component in managing student behavior and satisfaction in the classroom.

Objective of the study

Generally, this study aimed to determine teachers’ perspectives on addressing student misbehavior in the classroom in Old Damulog National High School, Division of Bukidnon for School Year 2024-2025.

Specifically, it sought to attain the following objectives:

1. To determine challenges that teachers encountered when handling misbehaving students in the classroom.
2. To identify strategies in controlling misbehaving students.
3. To examine recommendations based on teachers’ experiences who are encountering misbehaving students.

METHODOLOGY

This chapter describes and reviews the research design employed in the study. It also discusses the locale of the study, participants, data gathering procedures and instruments and the narrative inquiry used in the investigation.

Research Design

This study utilized the qualitative research design based on narrative inquiry. Narrative inquiry is a qualitative research methodology that focuses on the stories people provide and the way they organize their experiences in those stories. (Clandinin, D. J. (2018).

Specifically, in this study, the qualitative narrative inquiry was applied in the exploration of the challenges that the teachers face in addressing student misbehaviors, the strategies they employ and the recommendations that can be applied in managing such behavior. Using this approach, the study delved on the collection and interpretation of the personal stories and lived experiences of teachers in addressing students’ misbehaviors. The qualitative narrative inquiry approach was integrated in this study by conducting in-depth interviews or collecting written narratives that enabled the teachers to recount particular experiences involving responses to misbehaviors of learners.

Locale of the Study

The study was conducted at Old Damulog National High School. This school is located at the Syre highway, Purok 2, Old Damulog, Bukidnon, Region X, Philippines. It is located at southern part of Bukidnon. The school has about 2000 enrollees for the school year (SY) 2024-2025. There are 71 total teachers including the five master teachers and headed by 1 assistance school principal. The study was conducted randomly involving the teachers with three years and above classroom-based teaching experiences.

Specifically, the Old Damulog National High School was deemed suitable as research setting for this exploration due to the evident diversity of student population that represents diverse and unique behavioral needs, demands, issues and challenges among the learners. The school has also well-equipped, trained and competent teachers in terms of behavioral management strategies that made them fit as valid sources of data about the valuable insights and experiences on the behavioral dynamics of their students.

Participants of the Study

The subjects of this study were the selected teachers from Old Damulog National High School (ODNHS). Currently, the school is composed of 71 teachers, 44 from Junior High School (JHS) and 27 from Senior High School (SHS). Specifically, the participants of this study were the eight teachers from Grades 7-12 and the guidance counsellor of the school. They were selected based on their direct involvement in the initiatives and interventions in addressing student misbehavior. The teachers were deemed as the focal sources of data, offering rich narratives anchored on their firsthand experiences with classroom challenges in behavioral management of students, strategies they employ in managing student behavior and personal advices for other teachers in line with behavioral interventions. Meanwhile, the guidance counsellor offered a complementary role, providing more comprehensive support-based perspectives on learners’ behavior and collaboration with teachers in handling persistent behavioral incidences.

Selection criteria included the status of teachers with a minimum of three years of experience teaching students at appropriate grade levels. This means that they have considerable years of experience in dealing with various students. This focus enabled the investigation to yield rich accounts that speak to teachers’ sustained engagement with diverse learners, the complexities they navigate and the practices they employ as advisors in the classroom. Overall, the goal of this research is to achieve an in-depth understanding of the impact of the classroom management involving a response to misbehaving students in the structure of ODNHS’ secondary education program.

Instrumentation

A semi-structured interview guide designed around the three focal variables of the study as to the challenges encountered by the teachers in handling student misbehavior, strategies employed in managing such behavior and recommendations that engage teachers to share detailed narratives of their personal and pedagogical experiences in managing students’ behavior.

The interview questions evolved on specific questions that centered on incidents of student misbehavior, teachers’ utilized strategies to address student misbehavior, their thoughts and feelings during those experiences and the strategies they used to resolve such challenges on behavioral management of learners.

Moreover, the interview instrument also encouraged teachers to provide advice to other educators on the best practices and interventions in managing student misbehavior. Interview questions are formatted in a way that ensured freedom for the participants to express and narrate their accounts on experiences in handling student misbehavior.

The interviews lasted for 15-30 minutes duration and were recorded with the consent of the participants. This allowed for integral note-taking, data collection and analysis. The findings from the interviews provided the researchers with a whole picture of the “Addressing Student Misbehavior in the Classroom” initiative as perceived by the teachers. This fostered better understanding of how it works in the classrooms.

Data Gathering Procedure

This study undertook systematic and organized tasks and procedures to collect pertinent data. First, standards were set and clarified for an interview guide to ensure relevant topics were covered based on the questions provided in the statement of the problem of the research. Eight teachers from Old Damulog National High School were purposively selected based on criteria such as having at least three years of being a classroom teacher and their practical experiences in applying strategies in addressing student misbehavior in the classroom. Interviews with participants were scheduled at times and locations of their convenience. Semi-structured interviews lasted for 15-30 minutes long, which allowed sufficient time for in-depth exploration of participants’ experiences and perspectives. The interviews were either audio or video recorded with participants’ consent to facilitate the data collection process; transcripts for analysis were also done word-for-word. Thematic analysis was used to draw out themes and patterns in the data to better understand teachers in addressing misbehaving students. Ethical issues were addressed on ensuring participants’ freedom to make decisions or even to withdraw participation in the study any time. It was also deemed a salient aspect of the ethical standards of the study to ensure the confidentiality of participants’ identities and information, and to secure informed consent. The goal of this structured interview process was to provide a rich, qualitative understanding of how teachers perceive in relation to misbehaving students.

Research Questions

The study aimed to determine teachers’ perspectives on addressing student misbehavior in the classroom in Old Damulog National High School, Division of Bukidnon for School Year 2024-2025.

Specifically, it sought to answer the following questions:

1. What are the challenges encountered by the teachers when handling students’ misbehaviors in the classroom?”
2. What are the strategies employed by the teachers in controlling misbehaving students?
3. What recommendations can be proposed for teachers who are encountering misbehaving students?

Ethical Consideration

Prior to the implementation of the study, the researcher first addressed the salient ethical considerations and standards. The first ethical standard that was addressed was the need to secure informed consent from the parents of the students involved as participants of the study. It is critical that all participants are informed of the study’s general purpose, their potential involvement in the project, and that they will give their voluntary consent to participate in the study. They will be formally informed that they may decline to participate, or withdraw from the study altogether, without any repercussions. Informed consent forms were also distributed to participants to ensure that they understand what they have agreed upon and that they also expressed willingness to participate in the study. It is possible that identities will need to be protected, and anonymity preserved when conducting this research. I will protect the participants identities by providing a name or eliminating identifying descriptions from their own report. The information, which includes, but is not limited to the transcribed audio recordings of the proceedings, will be secured. This will only allow the research team members access to the information when it is secured. How to secure the information ensures it will be unauthorized use. In the presentation of the findings, I will present data without identifying sources. All written reports will be presented to reduce identification of the participants, except where the respective participants provided written permission to use either their name or related identifiable data. The identification would be problematic when discussing any person or school. Participants were continually reminded of their rights for voluntary withdrawal from the study without any negative consequences. As it is a study based on voluntary research participation, this creates trust which enables participants to feel less reluctant to share their ideas and information.

RESULTS/ FINDINGS AND DISCUSSION

This chapter initially addressed the research question based on the results from the interviews and literature review. The conclusion and discussions were organized by the research and interview questions to provide clarity

on the research findings by identifying patterns and direct responses from participants.

Research Question No. 1:  “What are the challenges encountered by the teachers when handling students’ misbehaviors in the classroom?”

Emerging Theme: “Challenges in Managing Student Misbehavior and its Impact on Classroom Dynamics”

The theme Challenges in Managing Students Misbehavior and its impact on Classroom Dynamics, underscores the meaningful experiences of the educators who are challenged by student engagement in defiance of guidance and discipline. This is supported by the following responses:

According to participant 1:

There have been two kinds of misbehaving students I have encountered, one who took discipline and advice seriously by never doing it again and the second one who does the same but when they feel comfortable with the situation, they’re back at it again.

For Participant 4:

As an adviser, one of the biggest challenges I face is dealing with students who are stubborn. Despite repeatedly advising and guiding them, they continue to exhibit undesirable behavior.

……. there are some who are not serious during class discussions.

Participant 5 expressed his experience:

 there would be times that the students is not taking it seriously when they are being disciplined.

Participant 8 commented:

It’s important to set clear rules, but students often test those boundaries, making it hard to balance discipline and a good relationship with them.

The interview responses showed that the major challenges encountered by the teacher-participants in managing student misbehavior were students’ disregard of disciplinary rules, stubbornness of learners and rigors in balancing between discipline and establishing harmonious relations with learners.

It implies that students’ disregard of disciplinary rules posed serious challenge for the teachers as it creates disruptions in the learning processes and environment, making it difficult to foster order and harmony in the classroom. Every time that the learners disregard rules, it results to heightened behavioral issues and problems, reduction in instructional time and prevalence of a culture of disrespect and defiance against the authority in the learning environment. Moreover, disregard to disciplinary policies not only impedes the academic opportunities for the learners but also disrupts the access to learning opportunities for their peers.

Meanwhile, stubbornness of learners is also deemed seriously challenging on the part of the teachers as behavior managers in the classroom because it results to the creation of resistance against behavior guidance, corrections and new ideas. Stubbornness of learners makes it difficult for the teachers to motivate and engage the learners in instruction and learning activities. It also disrupts learners’ participation in individual and group tasks and engagements.

Diversely, the rigors in balancing between discipline and establishing harmonious relations with learners also pose serious challenge for the teacher-participants as it requires them to establish authority while maintaining the attributes of support and being approachable to learners. It is difficult for the teachers to carefully handle their actions and decisions in managing student behaviors and discipline without destroying sense of trust and harmony with their learners.

The teachers reported their experiences of imposing authority in the classroom, but still their students tend to disregard and disrespect such authority and the implemented disciplinary rules. Even though they are striving to engage the students in the instructional process, still students tend to disrupt the atmosphere of discipline in the classroom, hence, exposing teachers to more disciplinary management challenges towards their students.

In the article, Iqbal and Zahoor (2024), Students’ Behavioral Problems in the Classroom and Coping Strategies: Experiences of Secondary School Teachers examines issues teachers may experience disrupting student behavior, the ways in which this disrupts the classroom environment, as well, as significantly how it affects belonging within the classroom and well-being among the teachers in secondary school classrooms. These behaviors which take form of off task (minor example) when students engage with each other rather than the class discussion or having students increasingly disrupt information transfer (off task/upsetting behavior) from the teacher, have been studied from several perspectives to demonstrate how, in effect, lead to issues of stress due to coping strategies. Research, in this instance, focuses on the teacher’s perspective of the misbehavior of students and specifically if the teacher develops coping strategies to reduce management issues of different degrees. Through perspective-taking this research will focus on understanding the levels of disruption of classrooms and develop successful strategies.

This article stresses the importance of teachers finding constructive ways to cope by implementing different means and ideas. In other words, the teacher can still create a productive learning environment in the face of inappropriate behaviours. Teachers are experimenting with alternative and creative means to find a solution for what works best to maintain engagement and promote learning for all students despite whatever problems there are occurring with some students.

Research Question No. 2: What are the strategies employed by the teachers in controlling misbehaving students?

The theme “Holistic Approaches to Managing Misbehaviour” highlights the understanding that managing misbehaviour while creating a supportive yet engaging learning environment is critical for classroom management. Teachers encounter challenges in terms of managing misbehaviour while fostering a supportive and engaging classroom environment. This theme will delve into the situational (holistic) strategies teachers may utilize to manage the misbehaviours of students. The theme is focused on situational (holistic) strategies to address student behaviours, and considers discipline, positive reinforcement, communication, and understanding, to form a holistic approach to classroom management, that successfully acknowledges the many methods educators can use to mediate student behaviours and establish successful learning for all students. This is supported by the following responses:

According to participant 3:

 In handling misbehaviors, another thing that a teacher can do is to talk to the students, privately.

For Participant 4:

As an adviser, I use positive reinforcement. I give praise and recognition to students who demonstrate good behavior.

Participant 6 expressed his experience:

 My strategies are 1st, setting a superior mode in the classroom-i mean I should be the main man inside the classroom. Second, I call their attention privately and check his/her background. 3rd, providing feedback to their misbehavior and contextualizing it by letting them assist their actions if it were good or bad. 4th, constant reminder of our rules and regulations established during the 1st day of class. 5th, if not handled refer to the Disciplinarian for disciplinary actions.

Participant 7 describe his experienced:

I always start by building a strong relationship with my students—respect and trust go a long way in managing behavior. I set clear rules and consequences from the beginning and consistently enforce them. I also use positive reinforcement to encourage good behavior and try to understand the root cause of the misbehavior. Sometimes a simple one-on-one conversation outside of class helps a student reflect on their actions.

Participant 8 insisted:  

it’s helpful to set clear rules and expectations right from the start, so they know what happens if they misbehave. Recognizing good behavior with positive reinforcement can encourage students to make better choices. Creating an engaging classroom where everyone feels included can prevent boredom and misbehavior.

The responses during interviewed generally showed that the major strategies utilized by the teacher-participants in controlling students’ misbehaviors were establishing private conversations with learners, use of positive reinforcement in management of learners’ behavior, feedbacking, setting clear rules on behavior management and recognition of learners’ good behavior.

According to the study of Sueb (2019), the private conversation with learners allows teachers to determine and understand the underlying causes of student misbehaviors in a positive and non-confrontational approach. Meanwhile, Erdem (2019) confirmed that positive reinforcement inspires learners to sustain their good behavior by rewarding it, hence, they become more motivated to repeat the good actions or attitude with the guidance of the teachers.

On the other hand, Menikdiwela (2020) found that setting clear behavior management rules orients the learners about behavior expectations that make them recognize the acceptability of behavioral management and interventions. Moreover, Motsinger (2018) proved that recognizing learners’ good behavior especially in public reinforces positive conduct and behavior and inspire students to stay in the cycle of positive behavioral status and prevent themselves from disciplinary breaches.

This emphasizes that teachers utilize numerous different approaches and techniques to handle student behavioral issues, as well as the significance of recognizing individual students through private conversations and recognizing underlying causes while also developing rules and expectations for students with appropriate reminders along the way. They strongly advocate for positive reinforcement through praise and recognition to promote positive behavior and believe it is foundational to building positive working relationships with students founded on mutual respect and trust. In addition, some refer to the need for the teacher to establish authority in the classroom and provide feedback to help students contextualize their behavior as well recognizing how important it is to create an active and inclusive learning environment to minimize behavior due to disengagement, along with having a plan to take concerns higher to the disciplinary authority if the classroom behavior did not work out.

The journal “Strategies, Challenges, Experiences, and Approaches to Managing High School Student Misbehaviors“by Ford, K. (2024)) examines how high school teachers respond to student misbehavior. The author focuses on what interventions are used to address the behavior, the challenges those educators encountered, and their feelings and experiences. The text engages Bandura’s social cognitive theory to examine these strategies, and the author discusses a holistic approach that looks at the student’s background and the underlying reasons for their misbehavior.

Additionally, the article “Addressing Challenging Behaviors in Urban High School Classrooms through Building Relationships with Students” by Tanase, M. (2019). provide insights on urban high school teachers’ techniques of working with students who were exhibiting challenging behaviors, further emphasizing the importance of building relationships with students. The useful strategies included showing they cared about the students, fostering a positive classroom environment, having private conversations, and engaging with parents.

 These research articles reinforce that for teaching and learning to be productive and conducive in a high school classroom setting, teachers must take an empathetic, understanding, and proactive approach in building connections with their students while simultaneously addressing the underlying issues with the misbehaving teacher. This holistic and relational approach is recommended as the essential strategy for addressing the behavior challenges of their students.

Research Question No. 3: What recommendations can be proposed for teachers who are encountering misbehaving students?

Emerging Theme: “Empowering Teachers with Empathy and Structure: Effective Approaches to Student Misbehavior”

The theme, “Empowering Teachers with Empathy and Structure: Effective Approaches to Student Misbehavior,” emphasizes how teachers should utilize a blend of firmness and empathy, as consistently observed in the responses. This is supported by the following responses:

According to participant 4:

As teachers, we MUST possess patience and self-control. We MUST find out the reasons why the children are acting that way. We MUST make them feel that we love them and that we are concerned about them, especially about their future.

For Participant 7:

Stay calm and consistent, and don’t take student misbehavior personally. Focus on understanding the student rather than just punishing them—sometimes they just need someone to listen. Collaborate with parents, guidance counselors, and fellow teachers for support and strategies. Lastly, always remember to model the behavior you want to see from your students.

Supporting the previous experience, Participant 8 said:

When dealing with misbehaving students, it’s important to be patient and understanding. Setting clear rules and expectations helps students know what’s expected of them and can reduce disruptions. Teachers should try to understand why a student is misbehaving, whether it’s due to personal issues or struggles with schoolwork and offer help when needed. By building positive relationships and using open communication, teachers can help students behave better and create a respectful classroom environment.

In general, it was found that the major recommendations provided by the teacher-participants to improve management of student misbehaviors were strengthening teachers’ tolerance level and patience, collaboration with parents and stakeholders, setting clear rules on behavior management, understanding causes of student misbehaviors and fostering positive relationships and open communication with the learners.

It implies that increasing teachers’ patience and tolerance level allows them to react calmly and positively towards student misbehaviors rather than to react negatively, hence, improving behavioral stability in the learning environment. In the study of Gallegos (2020), it was found that collaboration with parents and stakeholders fosters a collective, harmonious approach towards behavioral management, strengthening connections between home and school as units to support students’ behavioral growth. Meanwhile, Ender (2020) found that setting clear expectations helps the teachers to orient effectively the learners about the consequences of adverse behaviors. Moreover, Bernadeta (2022) showed that fostering positive relationships and open communication help to instill sense of trust and respect of learners towards their teachers as behavior managers in the learning environment.

This underscores the need for the educators to cultivate a stable, trusting relationship with a student through empathy and knowing the rationale for the behaviour, showing care does not stand alone or apart from effective classroom management. It is an inherent part of developing efficient classroom management through reasonable expectations and application of these expectations. By balancing the emotional needs of students with the structural needs for classroom learning, teachers facilitate trust and respect, leading students to an increasable awareness of stated boundaries, and eventually improving behaviours and creating a better environment for learning to occur.

The journal Philippine Public School Values Education Teachers’ Experiences in Classroom Positive Discipline (2023) identified the need to create classrooms that were friendly and respectful to each other, while the students can learn about ownership and mistakes, teachers described needing to balance kindness and discipline, and perceived they were not receiving sufficient help from schools or families. The study discussed developing a respectful and collaborative classroom to promote student feelings of fairness, teamwork, and respect, and to shape students’ ability to exhibit good behaviours and do well in school.

Additionally, Wink, M. N., LaRusso, M. D., & Smith, R. L. (2021) in the article Teacher Empathy and Students with Problem Behaviours (2020), convey the effect of teachers’ cognitive and affective empathy on their practices, relationships, and burnout. Teacher cognitive empathy suggests a more positive view of student behaviour, and are more skilled at managing challenging behaviour, problem-solving, and building a positive, more connected relationship with the student, while also being less stressed at work. Additionally, teachers with empathic distress develop a negative view of student misbehaviour, have more conflicts in their relationships with the student, are not as effective at managing behaviour, have fewer strategies to address problems, and have higher job burnout. The teachers’ role in and with empathy is also notable. Teachers must be able to manage the misbehaving students, engage in the hospitality of trust and respect with students and maintain their own mental and emotional wellbeing.

This research indicates the care and professionalism of teachers, even while dealing with the problems in their lives. They remain calm while dealing with misbehaving students and exhibit compassion and endless support. Their willingness to share their time and energy is an expression of their love for their calling. Their dedication and commitment reveal their character. Such teachers can make a significant impact in the lives of students by establishing a positive, yet challenging learning environment. These teachers encourage students to behave in a more appropriate manner and work harder, which benefits them in their educational experience and in their lives.

CONCLUSION AND RECOMMENDATIONS

Conclusion

In general, this study was implemented and conducted to analyze how the teachers’ perspectives on responding to student misbehavior in the classroom were reflected. This issue has faced teachers for a long time. The findings showed that teachers face many alternatives in dealing with students who displayed misbehavior. These students often learn or have some values with behaviors at home and often bring them to school. Teachers want to provide a pleasant atmosphere by addressing and meeting the needs of all students. However, some students are allowed to be somehow rebellious or stubborn in adherence to rules because they often misbehave. The students might not care about discipline, even when teachers administer guidance or punishment. This may be influenced by the DepEd Child Protection Policy, which may limit educators’ response abilities to misbehavior. This policy may have entailed an influence or pressure from the social media context that gives students the ability to articulate themselves in unclear public contexts. Teachers still apply established rules as firmly as possible, while still having the expectation of appropriate behavior from misbehaving students. Misbehavior can often complicate the in-classroom experience and is especially problematic as they are simply a part of very long change processes. In addition, teachers experienced unique and vaguely different student types, and firmness and consistency helped students regard authorities. Overall, these teacher views could potentially contribute to policymaking and other stakeholders working to create necessary change to the educational system in the Philippines. Teachers are key to education and the educational experience, as without them educational program goals would be nullified or not achieved.

Therefore, to conclude, it can be gleaned that the efforts of teachers to address student misbehavior entails a more multifaceted approach that highlights emotional resilience, collaboration and harmony, clear and specific expectations and established social relationships with learners. By increasing patience and tolerance level, teachers can address challenging behavioral situations in the classroom with understanding and composure. Partnerships with parents and stakeholders maximize the access to social support systems to mitigate problems on students’ adverse behaviors. Understanding the underlying causes of learners’ misbehavior allows for more strategic, empathic and innovative interventions and targeted behavioral solutions.

Recommendations

Based from the salient findings and conclusions and the three major objectives of the study, the focal recommendations of the researcher included the need for the teachers to participate in professional development programs on classroom management, disciplinary practices, stress management and behavioral management strategies. Secondly, schools need to sustain collaboration among teachers and parents to ensure consistent support behavioral interventions for the learners rooted on family and school values. Thirdly, teachers need to continue establishing innovative behavioral management systems in the classroom that highlight positive behavioral culture, clear expectations, understanding learners’ behavioral needs and nurturing active and open communication, interaction and socio-emotional support services and behavioral support to the learners.

In the light of the findings and conclusions of the study, the following recommendations are hereby proposed:

1. Teachers and school leaders may set clear behavior expectations and policies earlier and communicate these policies thoroughly to students from the beginning of the school year.
2. Educators may develop behavioral assessment tools for specific class of students to identify and address difficult behavior earlier before it worsens and ensure consistency in applying disciplinary rules and behavioral interventions.
3. Promote positive behavior by recognizing and rewarding students who accomplish good deeds. Teachers may also encourage students to comply with rules. Also complimenting students for their efforts or achievements works to develop a positive relationship and better behavior.
4. Respond to misbehavior using logical consequences that are linked to the behavior rather than punitive measures, since this helps students reflect on their actions/behaviors and learn from it.
5. Demonstrate empathy by understanding the underlying reasons or causes for students’ misbehavior (stress, frustration, or personal struggles) and providing students the support and opportunities to effectively share their challenges, this goes a long way to addressing reasons for misbehavior.
6. Do not argue with students rather maintain a calm, respectful, demeanor when discussing inappropriate behavior or responses. Attempt to redirect students with either a verbal or visual non-disruptive correction cue, that does not distract from lesson continuity.
7. Involve parents to discuss and learn of students’ background and challenges to ensuring a similar approach is followed at home and at school. Collaborate with other teachers and/or a counselor to help devise and enact effective ways to respond to more difficult or challenging behavior with students.
8. Use a logbook to monitor student behavior and provide appropriate feedback to the student. A logbook can also aide in planning lessons that engage students and minimize opportunities for misbehavior.
9. Assign students that misbehave frequently with leadership responsibilities in class to help employ their energy and build their confidence.
10. Understand that improving behavior is a long-term effort. Stay calm and be consistent while seeking to change student behavior over time.

ACKNOWLEDGEMENT

I wish to express my heartfelt thankfulness to the following individuals for their invaluable support in the completion of this qualitative research. This achievement would not have been possible without their support.

To Dr. James Paglinawan, our Qualitative Data Analysis instructor, for sharing his knowledge and expertise to support the objectives of this research.

To my colleagues who participated in these studies, I am grateful for your cooperation and contributions.

To my siblings, thank you for constantly motivating me to pursue my master’s degree and for supporting me throughout my journey.

To my classmates, thank you for the friendship and shared experiences. You have made this journey not only educational but also enjoyable and memorable.

To my boyfriend, thank you for your unwavering love and patience. Your belief in me and your support have been a constant source of motivation.

And above all, I will forever be thankful to God Almighty, the author of knowledge and wisdom, for making all things possible for me.

REFERENCES

1. ^[1] Ashraf, M. A., Alam, J., & Gladushyna, O. (2024b). Teachers’ perspectives on Disruptive Student Behaviors: The interconnectedness of environment and early childhood education in Pakistan. SAGE Open, 14(1). https://doi.org/10.1177/21582440231221121
2. ^[2] Bailey, D. (n.d.). High school teachers’ perceptions and experiences with interventions to address disruptive student behavior. Scholar Works. https://scholarworks.waldenu.edu/dissertations/13185/
3. ^[3] Barela, R. N. S., Bernardino, H. P., Ana, V. M., Feliciano, A. C., & Averion, R. F. (2017). Conceptions Of Students at Risk on Behavior Modification Program Create: A Story Of One Public School in The Philippines. https://grdspublishing.org/index.php/people/article/view/1174
4. ^[4] Bernadeta, L. (2022). Teachers’ Strategies in Managing Students’ Misbehaviors in an EFL Classroom: An Observation Study. uui.ac.id/bitstream/handle/12345678913830318322076.pdf- sequence
5. ^[5] Engaging in Narrative Inquiry (Volume 9) (Developing Qualitative Inquiry): Clandinin, D. Jean: 9781611321609: Amazon.com: Books. (n.d.). https://www.amazon.com/Engaging-Narrative-Inquiry-Developing-Qualitative/dp/1611321603
6. ^[6] Dimacangun, H., & Sambo, T. (2024). Classroom Behavior of Learners and its Effect to their Academic Performance. Zenodo. https://doi.org/10.5281/zenodo.13318696
7. ^[7] Ellis, T., & Levy, Y. (2008). Framework of Problem-Based Research: A guide for novice researchers on the development of a Research-Worthy Problem. Informing Science and IT Education Conference. https://doi.org/10.28945/3288
8. ^[8]Ender, K. (2020). Undesired Student Behaviors, The Effects of these Behaviors and Teachers’ Coping Methods. https://dergipark.org.tr>download>article-file.pdf
9. ^[9] Erdem, C. (2019). Student Misbehaviors Confronted by Academics and their Coping Experiences. eric.gov/fulltext/EJ1212901.pdf
10. ^[10] Escobal, C. A., Arboleda, M. S. F., Jarina, J. a. A., & Caluza, L. J. B. (2023). Philippine Public School Values Education Teachers’ Experiences in Classroom Positive Discipline: A Phenomenological Inquiry. Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.8305107
11. ^[11] Fermin (2022). Teachers’ Workload Policy: Its Impact on Philippine Public School Teachers. Philippine E-Journals August 13, 2022 https://files.eric.ed.gov/fulltext/ED629465.pdf
12. ^[12] Ford, K. (2024). Strategies, Challenges, Experiences, and Approaches to Managing High School Student Misbehaviors (Doctoral dissertation). Walden University. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=17044&context=dissertations
13. ^[13] Gallegos, A. G. (2020). Analysis of Misbehaviors and Satisfaction with School in Secondary Education According to Student Gender and Teaching Competence. frontiersin.org/articles/10.3389fpsyg.2020.0063/full
14. ^[14] Hepburn, L., & Beamish, W. (2019). Towards Implementation of Evidence-Based Practices for Classroom Management in Australia: A Review of Research abstract. ˜the œAustralian Journal of Teacher Education, 44(2), 82–98. https://doi.org/10.14221/ajte.2018v44n2.6
15. ^[15]Iqbal Z and Zahoor I, (2024). Students’ Behavioral Problems in the Classroom and Coping Strategies: Experiences of Secondary School Teachers. Retrieved https://files.eric.ed.gov/fulltext/EJ1437849.pdf
16. ^[16]Menikdiwela, K.R. (2020). Student Misbehavior: An Exploratory Study based on Misbehavior in the Classroom. eric.ed.gov/fulltext/EJ12522.pdf
17. ^[17] Motsinger, S. E. (2018). Social-Emotional Learning and Restorative Practices and Its Impact on the Perception of Teachers and Student Relationships. digitalibrary,sdsu.edu/object/su%3152212/download/6bi/view
18. ^[18]Rebollos D, Callorina J , Camino K , Dema- ano E. (2025). Exploring the Relationship Between Teacher Competence and Classroom Management: Implications for Students Engagement in Private Tertiary Educational Institutions in Koronadal City, Philippines. https://www.researchgate.net/scientific-contributions/Danilo-Rebollos-2292558290
19. ^[19] Sijtsema, J. J., & Lindenberg, S. M. (2018). Peer influence in the development of adolescent antisocial behavior: Advances from dynamic social network studies. Developmental Review, 50, 140–154. https://doi.org/10.1016/j.dr.2018.08.002
20. ^[20]Sueb, R. (2019). Excellent Teachers’ Strategies in Managing Students’ Misbehavior in the Classroom.files.eric.ed.gov/fulltext/EJ12522.pdf
21. ^[21] Tanase, M. (2019). Addressing challenging behaviours in urban high school classrooms through building relationships with students. Educational Studies, 47(3), 312–327. https://doi.org/10.1080/03055698.2019.1701992
22. ^[22] Saptono, L., & Matondang, I. V. (2023). Effect of teacher competence on student academic stress. European Journal of Education and Pedagogy, 4(4), 47–52. https://doi.org/10.24018/ejedu.2023.4.4.704
23. ^[23] Wink, M. N., LaRusso, M. D., & Smith, R. L. (2021). Teacher empathy and students with problem behaviors: Examining teachers’ perceptions, responses, relationships, and burnout. Psychology in the Schools, 58(8), 1575–1596. https://doi.org/10.1002/pits.22516