THROUGH THE EYE OF AN EDUCATOR: EXPLORING THE TEACHERS’

PERCEPTIONS ON STUDENTS’ MISBEHAVIOR

A Research Presented to the Faculty of the Senior High School Department

Atty. Orlando S. Rimando National High School
Binuangan, Maco, Davao de Oro

In Partial Fulfillment of the Requirements for the Course,

Practical Research 1
Qualitative Research

CAMACHO, DANIELLA MARIE E.

PELORIANA, CRYZIEL JANE A.
ALONZO, KRISTEL SHYN P.
DAQUIO, PEARL MARIE M.
MONDIJAN, CHANETTE P.
VARQUEZ, CARLO JAY P.
CADELIÑA, KENNETH P.
SAM, JASPER C.

April 2023
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Chapter 1
INTRODUCTION

"Dealing with student misbehavior is one of the toughest part of being a teacher, but
it’s also one of the most important"
Rationale

From a wide perspective of teachers, student misbehavior is defined as a

collection of improper actions and inappropriate behaviors that can cause

distractions in the classroom and can prevent learning during class time and tend to

be a difficult problem for teachers to deal with. Moreover, they regarded

misbehaviors as actions that were disrespectful, challenging, non-compliant, and

rebellious because they disregarded the established order and organization in the

classroom as well as the hierarchical connection between the teacher and students.

Although it rarely happened, bullying and hitting fellow students were undesirable

since they disrupted the positive peer dynamics and the learning environment. All of

these inappropriate acts would cause people especially the teachers to feel

annoyed, upset, and even threatened, which had a bad impact on learning (Ozturk,

2017).

Misbehavior by students has an adverse effect on people who work in schools

mainly teachers. In actuality, a major issue in America is the attrition of teachers, or

those who quit teaching completely because of student's misbehavior. In America,

student misbehavior is often attributed as the reason why many leave education as a

profession as a results, high turnover affect student performance and takes money

away from school improvement initiatives. It increases expenses for hiring, training,

and recruiting because it puts a lot of untrained, ineffective teachers in the

classroom. The $2.2 billion yearly spent on teacher replacement might be saved by

the America if retention rates were to improve. According to research, escalating

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teacher turnover is regularly correlated with declining performance in the

fundamental academic areas. Schools with the most needs, low-achieving, and

poorer schools, are disproportionately impacted by attrition. Chronic turnover harms

a school's culture as well, leading to more disciplinary issues with students and

principal turnover and America is having troubles in dealing with it (Donley et al.,

2019).

Here in the Philippines, disruption to teaching and learning are the most

prevalent effect of students misbehavior according to teachers. Misbehaving

students can disrupt the entire classroom, making it difficult for teachers to teach and

other students to learn. This can be particularly frustrating for teachers who are

passionate about their subject and want to help their students succeed. In this case,

teachers in Philippines have loss interest in teaching profession and it leads to

multiple problems such as poor classroom management. They may be less likely to

enforce rules and consequences, leading to a more chaotic classroom environment

in Philippines. Overall, the rising teacher dropouts or teacher lost interest in teaching

profession in Philippines can have a significant negative impact on a school's ability

to provide quality education and maintain a positive learning environment for

students in the country (Villanueva,2020).

Locally, stress is gradually paving its way to become a hallmark of the teaching

profession for teachers in Tagum north district because of students’ misbehavior, Its

effect on both the emotional well-being of the teachers and their performance at work

is quite alarming. Moreover, it causes emotional stress and even a reason for

teachers to leave the profession. Since student misbehavior negatively impacts

teachers' teaching abilities, it can also have a disastrous impact on students'

academic success because it prevents the teacher from working effectively, and if
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this situation persists, the school will be the one that suffers the most (Casta &

Bongo, 2017).

In the study of (Sueb et al.,2020) about Excellent Teachers' Strategies in

Managing Students' Misbehavior in the Classroom. The study is all about exploration

of the Excellent Teachers' strategies in managing students' misbehavior in the

classroom and throughout this study they found out that teachers need to have

various strategies to manage students’ behavior because each of the student is

unique and posses different capabilities and needs. However, in our study, we focus

on exploring the teachers perception on student's misbehavior. Moreover, our study

focused on the lived experiences, coping mechanism and insights of the teachers

here in Atty. Orlando S. Rimando National High School who are dealing with

students misbehavior. We are interested on how teachers manage to deal this

situation and how they face the challenges linked in these phenomena. Furthermore,

through the perceptions of the teachers we can able to know the possible cause of

students misbehavior and understanding the root cause of student misbehavior can

help educators and parents develop effective intervention strategies. By addressing

the underlying cause of the misbehavior, educators and parents can provide

appropriate support and guidance to help students learn how to regulate their

behavior and make better choices.

This study aims to address the issue of the ballooning cases of students’

misbehavior happening in schools. It is quite alarming in teachers perspective that’s

why there is an urgency to conduct our study. Addressing student misbehaviors in

teacher perceptions is important for creating a safe and productive learning

environment, promoting positive behavior, supporting student learning, and meeting

expectations for student behavior.

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Purpose of the Study

The purpose of this phenomenological study is to know the reasons behind

student misbehavior in teachers perception in Atty. Orlando S. Rimando National

High School. This research also desired to address this issue by making the school

aware that this problem is existing and affecting our teacher in their teaching

performances.

Through this phenomenological study, we would be able to acquire salient

information that would help us understand the experiences of teachers about dealing

with student misbehavior as well as the how they cope up with the challenges that

they have encounter in this issue and also their insights in connection with this

phenomenon. Moreover, the intent of this study is to seek, listen, and understand the

reasons and teachers perception about student misbehavior. In addition, this study

aims to gain additional knowledge in the field of research concerning the effects of

student misbehavior in teachers.

Research Questions

1. What are your lived experiences with students misbehavior?

2. How do you cope with the challenges of having a student who engaging student

misbehavior?

3. What are the insights you gained after experiencing their students' misbehavior?

Theoretical Lens

Behavioral Learning Theory

This study is anchored to the Behaviorism or the Behavioral Learning Theory of

Skinner et al. (1990), a popular notion that focuses on how students learn. According
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to behaviorism, all actions are acquired through interactions with the environment.

This learning theory contends that behaviors are learned from their surroundings and

that

intrinsic or genetic qualities have little influence on behavior. This is an educator's

key because it helps teachers understand how a student’s home, environment and

lifestyle might influence their behavior, allowing them to observe it objectively and

seek to help with improvement.

In relation to this study, the behavioral learning theory (1990) from a teacher's

perspective is an educator's key to understanding how to motivate and help their

students in the classroom setting. As a role model in the classroom, a teacher is

responsible for influencing a student's attitude and behavior. Therefore, in

addressing certain behaviors, a teacher must know when and how to express praise

for good work and apply punishments accordingly.

Attribution Theory

Moreover, Fritz Heider's (1958) Attribution Theory is a social psychology theory

that deals with how humans react to and make sense of the social world. It is more

specifically concerned with how people interpret events around them and how their

interpretations influence their thinking and conduct. This, according to Heider, is

intended to analyze the explanations that people give for various acts; it takes into

account how individuals perceive their behaviors. According to the idea of attribution,

attribution—whether done internally or externally—has a significant impact on how

people feel and react to others.

In relation to this study, to avoid misjudgment, the way a teacher perceives

misbehavior from a student matters. A teacher must be diplomatic when responding

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to a student's actions, addressing the situation professionally, and comprehending

the circumstances surrounding the student's behavior. Students tend to be sensitive

when receiving criticism and seeing their peers getting praise; therefore, a teacher

must consider the future result before taking action.

The Emotional Labor Theory

Furthermore, according to Hochschild's Emotional Labor Theory (1983), a

person controls their emotions under the direction of a work-related entity in order to

influence the mindset of another person, such as a client. Employees who show or

repress their emotions to present themselves in a way that results in the desired

mental state in another are engaged in emotional labor. Frequently, institutions or

other social structures shape this process. One such occupation is teaching, and

while dealing with disruptive students, teachers may feel emotionally exhausted.

In connection with this study, the theory takes into account teachers'

occupational well-being while they deal with disruptive kids. Every minute, teachers

must undergo emotional labor through their tone, words, and body language. A

teacher is required to remain cordial and handling inappropriate behavior in the

classroom to prevent overwhelming their students. They were coping with difficulties

that already existed when outside the school's walls at the same time. These

elements that are part of a teacher's life are having an adverse effect on their

general wellbeing.

Importance of the Study

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This study's data will be used to determine the perception of teachers toward

students' misbehavior. The following people will benefit from the study's findings:

specific people in different ways.

School. Schools are expected to benefit from this study. They are going to acquire

information from various perspectives on the teacher's perceptions along with their

own experiences with the misbehavior of students. After accomplishing this study,

students could establish behavior management plans as a result of their

understanding and awareness, which are going to improve the school environment

and the issues of students in particular.

Students. Students who act out misbehavior at school, whether intentionally or

unintentionally, will benefit particularly from this study. It will work with them to

prevent these behaviors and change their perceptions of these actions, making them

aware of how impertinent they are. They will additionally have the opportunity to

empathize with their teachers and develop an effective humane relationship, which

will grow the way society perceives them.

Teachers. The teachers will benefit from this research. As a result of realizing their

perceptions and misconceptions from fellow teachers, they will be able to distinguish

between other points of view and develop a greater understanding of their students,

which will deepen their relationships with them. The society will be able to

understand them because the information gathered from this study has contributed

to making them fully aware of their perceptions as teachers.

Parents. The parents of the students will also benefit from this study because they

will be guided to take steps for their children to avoid engaging in these behaviors at

school after learning about the teachers' perceptions of the students' misbehavior in
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school from this study. All parents want what is best for their children, and this study

also looks at parental awareness.

Researchers. Aside from improving their skills in research and strategies for

conducting qualitative research, researchers will gain better knowledge about this

study, changing their views and opinions about the teacher's experiences and

perceptions of student's misbehavior.

Future Researchers. This study is beneficial for future researchers as it provides

them with details to support their study. It will also guide them in finding information

and adding relevant data related to this study.

Scope and Limitation of the Study

This phenomenological study focuses on the teachers' perceptions of the

misconduct behavior of students. Hence, all ten (10) participants are teachers from

Atty. Orlando S. Rimando National High School, situated in the Municipality of Maco,

Davao de Oro. Participants are selected through purposive sampling that would

meet the criteria that the researchers are looking for, which includes experiencing

misconduct behavior in dealing with their students. Also, this study focuses on

Teacher I, II, and Teacher III designations, which excludes the Master Teachers from

the scope of the research.

However, this study has limitations that may prevent it from achieving the

anticipated generalizability due to the small number of participants and informants.

Additionally, it did not represent all of the teachers in the area who are actively

participating in the aforementioned phenomenon.

Definition of Terms
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This section includes a discussion of the key concepts to be used in the study.

To provide clarity and comprehensive understanding of my study, the following terms

are conceptually and operationally defined:

Through the Eye of Educators - the phrase " eye of educators " does not just apply

to eye. It is a cognitive idea that includes both observing events and understanding

them (Endsley, 2015). In this study, we used this expression because it explains how

educators view the situation and interpret it.

Teachers’ perceptions - the thoughts or mental images teachers have about their

students are influenced by their upbringing and life experiences (McKown &

Weinstein, 2013). In this study, we used teachers' perceptions as a channel through

which to communicate what they saw.

Students' Misbehavior - consists of a collection of student behaviors that go

against both implicit and explicit classroom rules as well as what teachers anticipate

of them as students (Sun, R.C., 2015). In this study misbehavior was used to

describe the students' poor behavior and disregard for the regulations of the school.

Organization of the Study

This research has five chapters, as advised;

Chapter 1 contains the introduction, which starts with the discussion of the

problem/topic on a global, national, and local level. In addition to this, it includes the

purpose of this study, the research questions, the theoretical lens where the study is

rooted, the importance of the study, the scope and limitation of the study, the

definition of terms used, and the organization of the study.

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Chapter 2 at the same time, contains the review on related literature and

other related researches to which the present study is related or has some bearing

or similarity.

Chapter 3 describes the methodology of the study which covers the research

design and participants, explains data sources and collection procedures. Moreover,

this chapter discusses the trustworthiness of the study and the role of the researcher

in gathering data. Furthermore, issues associated with participant confidentiality and

data analysis is also addressed in this chapter.

Chapter 4 presents the findings, analysis, and interpretation of data regarding

to the research questions and research problems.

Chapter 5 contains the research discussions and conclusions of the whole

study. This chapter's focal point is about the of the research summary,

recommendations and implications.

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Chapter 2
REVIEW RELATED LITERATURE

This part of the study that we presented mainly exhibits on the related

literature that will support our study. Sources came from books, periodicals, internet

articles, and other publications. Authors were properly cited and acknowledged.

Related areas of research were explored to provide a background and present the

array of research that pertains to the proposed study.

Definition of Students Misbehavior

Student misbehavior or negative class participation can include disruptive

talking, persistent procrastination, clowning, interfering with instructional activities,

harassing classmates, verbal insults, rudeness to the teacher, defiance, and hostility.

This is a serious problem, particularly in secondary classrooms. Inappropriate

conduct frequently impedes the classroom's ability to teach effectively. This can

make the teachers or other students in the class feel uneasy. According to studies,

disruptive behavior at school not only gets worse with time but also reduces

academic performance and fosters more disruptive behavior. Discipline problems

that necessitate cautious teacher intervention are closely related to misbehavior

(Shamnadh, 2019.)
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In addition, student misbehaviors are actions that interfere with or adversely

affect the teaching-learning process. These actions pose a threat to productive

classroom actions as well. According to Korkmaz (2013), the traits of student

misbehaviors include impeding learning, putting one's safety at danger, causing

property damage, and impeding sociability. Yiit (2018) divides student misbehaviors

into three categories: individual behaviors (such as being unprepared for the lesson,

not paying attention in class, talking without asking permission, and lying); peer-

related behaviors (such as holding a grudge over their success, complaining, giving

nicknames, and bullyragging); and teacher-related behaviors (such as failing to

complete a task, objecting to it, and sitting inconveniently). The types of student

misconduct include active and passive (Erdem, 2019).

Moreover, Student misbehavior is an impediment to class authority and thus

of major concern. It is critical to comprehend what they are and how they are

defined. In both traditional and online classes, misbehavior frequently disrupts the

smooth operation of teaching and learning. This may annoy teachers or other pupils

when they are teaching or learning. According to Sevrika and Merina (2019), student

misbehaviors can hinder a teacher's ability to establish and maintain effective

learning. Unfortunately, some students purposefully cause this type of disruption,

which has a bad impact on the classroom atmosphere. As a result, student

misbehavior has become a major source of concern for teachers (Akkaş et al.,

2021).

Furthermore, classroom misbehavior is described as disruptive behavior that

disrupts classroom order and interferes with teaching and learning. It is also

considered disruptive behavior because it violates the rules (e.g., truancy,

aggression) or the tacit norms or expectations of classroom behavior (e.g., no

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attentiveness, clowning), necessitating teacher involvement. When teachers are

unable to manage disruptive behavior, recognize student characteristics and needs,

maintain teacher-student relationships and communication, apply teaching

processes and motivation, set up and enforce classroom rules, and arrange

classroom environments and physical structure, students are more likely to engage

in misbehavior. As a result, teachers' classroom management tactics are intimately

related to student conduct (Sun, 2015).

According to Yussif (2019), Students misbehavior is defined as behaviors and

inactions by students that disrupt the learning continuum in the classroom. The

majority of these actions are unfavorable attitudes, such as students' failure to

participate in events, disrespect, excessive sociability, partial or negated

participation, and so on. According to Yussif (2019), students misbehave due to a

reason; the student, a teacher, and environmental/social factors. Student and

teacher conduct, as well as other environmental or societal factors, all play a

significant part in effective learning in our classrooms. If any of these are absent,

ensuring effective learning will be difficult for all education stakeholders.

Lived Experiences of a Teacher on Students’ Misbehavior

According to Alg and Bayhan (2014), students engage in a variety of minor

and major disruptive behaviors on campus, including chatting in class, arriving late,

and disrespecting teachers. acting aggressively toward them, using drugs, and

engaging in different illegal acts. However, inappropriate actions like violence against

people based on their ethnicity and against one another are significant obstacles to

achieving the university's objective. The student conduct code at Ambo University

forbids conduct ranging from minor verbal abuse, shouting, and skipping class to

serious offenses like inciting violence, participating in theft, creating hate speech,
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engaging in gambling, defaming others, and forging documents (Ambo University,

2014). Furthermore, students in universities are verbally insulting one another on

social media, fighting based on ethnic and religious background, destroying property,

and even killing one another (Damte et al., 2019).

According to Scott (2017), classroom behavior issues consume 80% of

teachers' time throughout a school day. Nemer et al. (2019) found that students with

uncontrolled behaviors perform worse on high-stakes tests. According to several

studies, students who demonstrate conduct issues at school are more likely to fail,

get suspended or expelled, and drop out of school (Mrachko et al., 2017). These

students are more likely to be aggressive, violent, drug dependent, imprisoned, and

jobless later in life (Skalicka et al. 2020). Furthermore The most frequent student

misbehavior was listed as constant talking during lessons, task avoidance, arriving

late for class, verbal hostility toward peers and teachers, indifference to study

material during classes, and destroying school property in the meta-analysis that

included research from Bayhan et al. (2014). Additionally, it was demonstrated that

such misbehavior is more frequently discovered by topic teachers than by class

teachers and that it is more common among teachers with 10 or fewer years of

experience than it is among experienced teachers who teach courses with larger

student populations.

Moreover, the following traits are frequently seen in students who consistently

exhibit problematic behaviors: a high maintenance temperament, disruptive

behavior, shared demographics, and resistance to teacher direction (McClowry et al.,

2013). McClowry (2013) illustrates how high maintenance students frequently quit up

on their work or don't even begin it, and react poorly to guidance and conditions.

Cruz & Rodl, (2018) discovered that these students appear to be Hispanic, African
 15

American, or from a poor socioeconomic level in terms of their demographics.

Teachers reported a difficult time with dealing with kids who had a high maintenance

disposition, frustration at the pupils' opposition and a persistent sense of losing

control in their classrooms (Bullock, Zolkoski, Lusk, & Hovey, 2017).

Online learning, however, doesn't provide the same benefits as traditional

classroom instruction (Shah, 2015). The majority of classroom-specific concepts are

different in online courses. Student misbehaviors are one of the most significant

concerns that arise in an online classroom. During an online course, it is inevitable

that the majority of professors will encounter some type of student misbehavior. The

efficiency of an online course can be threatened by student misconduct. In other

words, poor student behavior can impede effective instruction and learning.

Therefore, inappropriate classroom behavior is essential for the climate of the

classroom (Medina & Reverte, 2019). Furthermore, he additionally points out that

significant misconduct, such as direct disobedience, violence, or other physical

harm, is significantly less common. Fighting, bullying, talking back to teachers,

damaging school property, stealing, using or distributing illegal substances, and a

number of other behaviors that disrupt the generally positive flow of classroom and

school activities are just a few examples of how they can manifest themselves (Finn

et al., 2013).

Dalgç and Bayhan (2014) listed the most common student misbehavior as

follows: talking nonstop during lessons, avoiding tasks, arriving late to class, verbally

abusing peers and professors, showing disregard for the subject being studied

during courses, and destroying property on the school campus. Additionally, it was

established that such misbehavior is more usually discovered by topic teachers than

by class teachers and that it is more typical among teachers with 10 or less years of
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experience than it is among experienced teachers who teach courses with larger

studentpopulations. Comparing the findings of studies conducted in many nations

has revealed that student misbehavior is largely similar, with slight variations brought

on by cultural differences. For instance, a study conducted in China discovered that

the most common Talking out of turn is the worst type of behavior, followed by

inattention, daydreaming, and inactivity. According to the teachers who were

interviewed, this behavior is disrespectful to teachers. Rudeness and disobedience

are regarded as the most objectionable behaviors, respectively by verbal student

hostility and chatting (Sun & Shek, 2012).

Coping Mechanism of a Teacher in Dealing Students’ Misbehavior

It has been determined that there are some undesirable behaviors performed

by students based on the results of the study conducted by Ekiti (2014) about the

approach that worked to manage them among teachers. Teachers developed

particular techniques to control these undesirable behaviors. Furthermore, if

unsupervised, unfavorable classroom behavior can hurt how students are instructed

and how they learn. The study added that It is recommended that efforts be made by

everybody involved in the educational organization to minimize to the barest

minimum possible the incidence of undesirable behaviors in the classroom.

Teachers' years of experience are connected to the approaches that teachers

implement when managing undesirable behaviors. According to the study's findings,

both experienced teachers and those just starting their careers ought to undergo

training on effective approaches for managing undesirable behavior in the classroom

so that they may make responsible decisions rather than respond impulsively. In its

entirety, this is relevant during the pre-service teacher education process. As a

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result, extensive information on behavior control approaches has to be addressed in

pre-service teacher preparation.

On the other hand, according to an article by Future Educators (2021), there

are both well-behaved and misbehaved students in a classroom. These individuals

require special care to direct them toward appropriate behavior. When a student

doesn't care or neglects to give that much attention in class, misbehavior is more

likely to take place. A plan of action for handling students' bad behavior in

classrooms is also suggested by the study. What makes it different in their study is

that a teacher must understand their students and that kind of plan of action must

occur. Never give up on a student who seems to be obstinate and who even appears

unwilling to give up on their teacher's nerve. Keep up the good fight until it is

triumphant. It may take minutes, days, or even weeks to get through it. Neither

patience nor frustration may prevail. A teacher may be able to provide students with

exactly what they need if they have a good understanding of their prerequisites

(Cohen,2021).

According to another study by Ylmer (2022), student misbehavior interrupts

the teaching-learning process, causing psychological and physical discomfort that

causes issues with the accomplishment of educational objectives, according to

research on the relationship between teachers' coping styles and methods for

managing the classroom toward student misbehavior. Studies suggest that at the

beginning of class, setting up rules and regulations for the classroom before class

begins is an effective strategy for successfully regulating the students. Additionally,

students can understand that their most effective teachers are those who clearly

define the regulations for student behavior in the classroom and its corresponding

implications from the start of the academic year. The study also found that there was
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a substantial difference in the misbehavior that children observed between male and

female teachers, which suggests that students are more likely to exhibit truancy,

disobedience, interrupting other students and teachers, and aggressive behavior

when they are around female teachers than they are around male teachers.

However, in comparison with female teachers, male teachers had less of an impact

on students' cheating behavior. Overall, teacher gender and coping styles are still

important predictors of student misbehavior.

Finding the most effective management techniques to change student

behavior and stop the increase in classroom discipline issues is one of the most

difficult aspects of many teachers' professional lives, according to a research

investigation by Tran (2015) that examined how teachers employ different coping

styles with student misbehavior. The study surveyed Vietnamese teachers. Passive

avoidance coping, social issue solving, and relaxation are among the approaches to

coping that are mentioned in the study. The findings also showed that passive-

avoidant teachers use more aggressive methods of reprimanding students. In

contrast, teachers that focus on social problem-solving and relaxation techniques

employ more inclusive management strategies including discussion, suggestions,

and rewards. The results of the investigation additionally implied that to better

student behavior, teachers should use more rewards and recognition rather than

severe penalties.

Mistakes in classroom management and research on solutions, according to a

report by Terada (2020) whether or not teachers let their emotions get the better of

them and may develop unproductive habits. As it gives students the chance to push

limits and show their independence, misbehavior can be a positive element of their

growth. In contrast, strong regulations and punishments for misconduct are

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frequently emphasized in teacher training programs. While this approach may be

effective in the short term, it is unlikely to result in long-term improvement. According

to the research, when poor classroom management occurs, here is what you should

do: Instead of acting out instinctively, teachers should investigate the underlying

causes of improper behavior. Additionally, as was noted in the study, expecting

compliance is one of the management mistakes; instead, they should concentrate on

proactive strategies, such as maintaining students with positive greetings at the door,

consciously building and sustaining relationships with them, co-creating classroom

norms with them, and assuming an active physical presence to support the

development of the social and emotional skills that empower them to control their

behavior. As a whole, as observed in the results of this research and suggestions for

improvement, schools need to take action to change the practices that support

systematic discrimination and assess how they differ based on racial background.

Teachers Insights on Students Misbehavior

Dealing with misbehavior in the classroom can be a challenging experience

for teachers, but it can also be a valuable learning opportunity. Dealing with student

misbehavior can be a learning experience for teachers. Teachers may reflect on their

own reactions and behaviors during the incident, and learn from their mistakes. They

may also seek feedback from colleagues or professional development opportunities

to improve their classroom management skills. Overall, dealing with misbehavior in

the classroom can be a challenging but valuable experience for teachers, and can

lead to personal and professional growth as an educator (Blazar, 2017).

In addition, teachers perceiving more student misbehavior report reduced

occupational well-being. Teachers who perceive more student misbehavior

experience a decrease in their occupational well-being. This may be due to a variety

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of reasons, including increased stress, frustration, and burnout, as well as a

decreased sense of satisfaction and fulfillment in their work. Perceiving more student

misbehavior may cause teachers to feel overwhelmed and unsupported in their

efforts to manage classroom behavior, leading to negative emotions such as anger,

anxiety, and depression. This can also lead to a sense of helplessness and a lack of

control over their work environment, which can further contribute to reduced

occupational well-being. Furthermore, the stress and frustration associated with

managing student misbehavior may cause teachers to feel less connected to their

students, leading to a reduced sense of purpose and fulfillment in their work. This, in

turn, can contribute to a sense of disillusionment and disengagement from teaching,

which can negatively impact their overall well-being (Aldrup et al.,2018).

In teachers insights, student misbehavior can be a significant source of stress

and frustration for teachers, as it can disrupt the learning environment and make it

difficult to effectively teach and engage students. Dealing with misbehaving students

can be emotionally taxing and physically demanding, and it can interfere with a

teacher's ability to effectively teach and engage all students in the classroom. When

a student is misbehaving, a teacher may need to redirect their attention and focus

away from the lesson or activity they had planned, which can be frustrating and

disruptive. Moreover, some types of misbehavior, such as aggression, disrespect, or

chronic disruption, can be particularly challenging and may require a significant

amount of time and effort to address. Dealing with student misbehavior can also be

stressful because teachers may feel like they are not equipped to handle the

situation or may worry about the potential consequences of intervening. Additionally,

teachers may feel like their authority is being challenged or undermined by students
 21

who misbehave, which can be demoralizing and frustrating (Kessels &

Heyder,2020).

Moreover, teachers discovered several things as a result of their student's

misbehavior. Teachers discovered the importance of relationships, building positive

relationships with their students is key to managing misbehavior. When students feel

valued and respected by their teacher, they are more likely to follow rules and

expectations, and less likely to engage in disruptive behavior. Teachers may need to

work on building positive relationships with students who are struggling with

misbehavior, which can take time and effort, but can ultimately pay off in improved

student behavior and well-being. Moreover, the teacher discovered also the

underlying causes of misbehavior. When students misbehave, this could include

issues like stress, anxiety, learning difficulties, or family problems. By understanding

the underlying causes of misbehavior, teachers can work to address these issues

and create a more supportive and positive learning environment for their students.

Overall, in teachers perspective, managing student misbehavior requires a proactive

and positive approach that focuses on building positive relationships, setting clear

expectations, and addressing the underlying causes of misbehavior. By doing so,

teachers can create a supportive and positive learning environment that benefits all

students(Terada,2020).

Furthermore, in teachers perception, student misbehavior is a complex issue

that can have many different causes and contributing factors. They recognize that

misbehavior can be influenced by reasons such as a student's home life, social and

emotional development, and their individual learning needs. Additionally, teachers

perceive that student misbehavior can have a negative impact on the learning

environment and the ability of other students to effectively learn and participate in
 22

class. However, teachers also understand that misbehavior is not always intentional

and that it may be the result of a student's inability to effectively regulate their

behavior or respond to certain situations. As such, teachers may also seek to

provide targeted support and intervention to help students develop the skills they

need to effectively manage their behavior and succeed academically (Baysal &

Ocak,2021).

Chapter 3
METHODOLOGY

This chapter discusses the methods that are used to collect the data for this

investigation in this qualitative type of research. It elaborates on the research and

how it will be performed. This relies more on interviews and observations than

quantifying the data to be collected. Additionally, this chapter covers research

design, research participants, data collection, data procedures, data analysis, the

trustworthiness of the study, ethical consideration, and the sampling strategies used

to collect data. As a result, this section will discuss the research design employed by

the researchers in the study.

 23

Research Design

Our study is qualitative research employing the phenomenological approach.

The qualitative design is thought to be more appropriate for this investigation than

the quantitative one because the researchers are more interested in providing a

deeper human understanding about teachers’ perception of their experiences with

student misbehavior than they are in providing statistical information. This qualitative

research approach will be successful because it will help the researchers understand

the viewpoints and perspective of teachers as well as the difficulties and coping

mechanisms, they have encountered in dealing with students’ misbehavior.

According to Aspers (2019), qualitative research is a process of naturalistic

inquiry that seeks an in-depth understanding of social phenomena within their natural

setting. It focuses on the "why" rather than the "what" of social phenomena and

relies on the direct experiences of human beings as meaning-making agents in their

every day lives. Moreover, qualitative research allows the researcher to explore and

better understand the complexity of a phenomenon.

Phenomenological approach is a deep investigation of what experiences

mean to people. At its core, it concerns the investigation of everyday human

experiences in order to learn people’s common sense understanding and the

meaning they make of their experiences and the experiences of others.

Phenomenological research requires a researcher to focus on people’s experiences

of a phenomenon to obtain comprehensive details that provide a basis for reflective

structural analysis that ultimately reveals the essence of the experience.

Phenomenological research provides an opportunity for researchers to help people

gain a new understanding of the meaning of these phenomena. This qualitative

research approach is designed to offer people insight into phenomena (Bliss, 2016).
 24

The phenomenological approach is employed in teachers' perception on

student misbehavior because it seeks to understand the subjective experiences of

teachers and their interpretation of the misbehavior, rather than focusing solely on

objective observations or external factors. This approach allows teachers to reflect

on their own experiences and perspectives in a more nuanced and complex way,

leading to a deeper understanding of the causes and effects of student misbehavior.

Overall, the phenomenological approach can provide valuable insights into

the subjective experiences of teachers with student misbehavior, which can inform

the development of effective strategies and interventions for addressing misbehavior

and promoting positive behavior in the classroom.

Research Participants

To immediately recognize the research participants, the researchers in this

study will use purposive sampling. One of the non-probability sampling techniques

where units are chosen based on the qualities that are wanted. In this case,

participants will be purposefully chosen as long as they meet the three inclusion

criteria for this research study's participants, until we have an adequate number of

participants. The most suitable individuals will be selected, and this sampling

strategy works best for having a lot of information that improves the study's quality,

so it will be beneficial in answering the research questions.

Regarding the number of participants, Ellis (2016) claimed that a sample that

consists of between six and twenty participants is adequate, contrary to what was

mentioned in this phenomenological investigation that different textbooks propose

varied numbers of participants, as supported in the statement from authors Mira

Crouch and Heather McKenzie (2006), using fewer than 20 participants during a

qualitative research study will result in more reliable data, which corresponds with
 25

the logic of small samples in interview-based research (Renwick, 2023). This

enables our estimation of the appropriate number of participants for the study. For

the IDI (in-depth interview) involved in this study, there will be five (5) participants,

and there will also be five (5) for the FGD (focus group discussion). Overall, this

study will have a total of ten (10) participants.

These are the inclusion criteria for choosing our participants for the study.

First, a bona fide teacher from Atty. Orlando S. Rimando National High School must

be present, secondly, participants must have handled at least three sections within

this S.Y 2023. Lastly, every participant must be in one of the Teacher I through

Teacher III positions.

The primary objective of the research is on the perception of their experiences

with students misbehavior. Every situation involves each of one perspectives, and

the research participant's participation is fundamental in acknowledging their

experiences and perceptions. We, the researchers, will take steps to ensure that the

participants have been informed of how we will be gathering data from their

responses before our discussion with them. We will also ask for their consent to

participate in our study and to answer random questions as part of our process for

gathering information.

On the other hand, participants are obligated to be aware of their rights while

deciding whether to participate in the study or refuse. Participants have a right to get

an overall understanding of the study they are about to take part in. They should

additionally become aware that participation is always completely optional and not a

requirement. However, after signing the consent form, participants are liberated to

discontinue participation at any time or are reluctant to respond to questions

regarding a particular topic. This is particularly prevalent during focus group

 26

discussions, where participants are brought together and contentious questions are

brought up, in which some participants may not want to respond concerning their

personal information with other participants stipulate that they are informed that the

research's purpose is to determine their perceptions to student's misbehavior in the

classroom. Equally important is the confidentiality of participants and their

anonymity.

Role of the Researches

When conducting a study on any social phenomenon, the researcher's

responsibility in qualitative research is one of the most important aspects to take into

factored in. We must remain within the principles of qualitative researchers who are

prepared to spend their time gathering exhaustive data on important procedures.

The researcher's duties included choosing the study's design, creating interview

guides, gathering data, getting consent from significant informants, presenting the

study to gather information, fixing the previously discussed phenomenon, and a

variety of other duties.

As mentioned in an article by Ulz (2022), a researcher's responsibility is to

faithfully discover or deliberately indicate knowledge that can be used to better

society or humanity as a whole. Whereas a researcher's work is much broader than

what is prescribed in a job description. Each of the roles will be discussed one by

one in this section.

As translators, we will appropriately translate the participants' responses from

Bisaya or Tagalog to the target language, English, because it is the universal

language. Furthermore, we will closely monitor the terms that we translate from our

participants. to eliminate bias and protect the anonymity of the information they

provided.
 27

As analysts, we will be critically important because it simplifies and enhances

data analysis, makes it easier for us to analyze data, and ensures that we as

researchers refrain from disregarding anything that may allow us to learn new things

from data sources, and assesses and verifies the accuracy of the data to ensure that

it produces useful information. By carefully evaluating, organizing, modifying, and

analyzing the data that has been acquired, we, as analysts, will be able to obtain

significant information and develop an assessment.

As collectors, we assure to only gather the data necessary to respond to the

questions whereas ensuring the participants that their identifiable information will not

be publicly divulged. Apart from that, we will take handwritten notes as these

documents let us keep detailed records of and make observations about

impressions, environmental circumstances, actions, and other nonverbal signals that

the audio recording might not have been managed to effectively be taken.

As reviewers, we will carefully investigate and examine teachers' actual

interactions with students' disruptive behavior in the classroom, focusing on the

challenges they faced. With the ability we have as reviewers, we make certain that

each work had sufficient time and consideration to be carefully examined. Before

publishing the manuscript, we will be providing refinements that would improve the

quality, identify more work that is required or necessary for consideration, and offer

suggestions and criticism for modifications.

As encoders, after transcribing and analyzing participants' ideas about their

perceptions of Students' misbehavior, we will be responsible for entering data,

maintaining databases and files, managing printouts, scanning documents, and

dealing with other data-related issues tasks be responsible for tasks. We will take

extra care in encrypting the data of our participants to ensure the security of their
 28

identities and other private information they provide. Lastly, we as an encoder must

pay close attention to detail and use rigorous methods to ensure that the data are

accurately represented and analyzed.

As transcribers, we will encode the recorded data proceedings of the interview

into written form. Any gathered data from the participants through audio recording or

cellular phones will be transcribed correctly by the researchers in the form of

sentences or phrases. We make sure that we transcribe the correct words and terms

from the participants that we have collected and do not add or subtract anything from

the information. Lastly, we will ensure that the transcription is accurate and reflects

the words and meanings of the participants as accurately as possible. This involves

listening carefully to the recording, listening carefully to what the participants are

saying, and transcribing it precisely.

As interviewers, we will take action to maintain that all our surveys are

comprehensible and record the complete interview. In addition, to encourage the

participants to participate in the interview, we will listen and observe their responses.

Lastly, we are willing to take responsibility for any occurrences that might take place

during the interview process and do our part to make sure it is successful.

Overall, all the information needed to support this study has been obtained

and gathered by the researcher. The dependability and trustworthiness of the study

are our responsibility as researchers. On top of that, it is our constitutional duty as

researchers to ensure that the procedures for acquiring qualitative research are

followed.

Data Sources

This type of phenomenological inquiry necessitates the use of the proper data

sources the resources used in this study included collecting, transcribing, analyzing,
 29

and recording audio from our participants to ensure we record the entire

conversation between the participants and researchers. However, if our audio

recording gets corrupted or deleted, the transcript of the entire session will keep

going as a result of this study, the researcher should always have to listen and

participate throughout Mortensen and Hazel (2012). According to Mondada (2012),

before a recording is created, its complexity must be determined and it can range

from the most basic setup, which consists of an audio recorder, to the most

complicated. Researchers' choice of equipment (audio, video, or both) and its caliber

will be determined by the information provided by the study questions and the initial

site analysis by using the audio recording, you may rewind or fast-forward through

their responses and hear the expressions on their voices as they indicate their

answers based on their experience. However, the study will happen at Atty. Orlando

S. Rimando National High School, and all participants are professional teachers I,II,

and III of this public school located in Binuangan, Maco, Davao de Oro.

Data Collection Procedure

To gather data, we employ the subsequent procedures:

In-depth interviews and focus group discussions served as the study's main

data collection methods. In-depth interviews were utilized as one of the most

significant and applicable sources of information.

We, the researchers will first obtain authorization from the school's principal,

Atty. Orlando S. Rimando National High School, and verify the validity of the

research questions with a qualified validator, before starting to gather data. Potential

participants in the study would be told about the study's objectives before being

asked if they would be open to participating in an interview. This made sure that no
 30

one took part against their will or through unethical persuasion. Also, the informed

consent and consent form will serve as evidence that the required authorization has

been obtained, this will be provided for participants in the in-depth interview and

focus group discussions.

Secondly, before the group discussion and individual interviews with the

participants, we will provide an overview of the study. To make our participants feel

comfortable and facilitate uncomplicated, effective interactions, we will speak to them

in a clear, polite, and respectful manner. Meaning the participants can either answer

in English, Filipino, Cebuano, or a mix of any of these three languages. To put them

at ease as well as motivate them to openly express their perspectives, we will be

letting them know who they are speaking with and why we are conducting an

interview and discussions. We intend to ask for authorization to audio record the

interview as long as their private information is kept confidential. To protect

everyone's identity, a nickname will also be provided to each participant.

Finally, to enhance data collection and increase our ability to address

concerns like the participant's perception of students' misbehavior, we used

observation throughout the in-depth interview and the follow-up interview to gather

additional information. Also, we will prepare an extra memory card for our gadgets in

recording our data in case the storage of the memory card of the recorder would be

full then we can easily change it and continue and proceed to the interview. If the

audio of the conducted interview is not understood we can go back to another time to

re-conduct the interview. After the participant completes their participation, we are

going to provide them with a token of appreciation as a way of expressing our

gratitude for their cooperation in the study. All of the interviews, observations, and

recordings will be appropriately preserved for further studies.

 31

Data Analysis

Qualitative data analysis in qualitative research is defined as a process of

organizing, analyzing, and interpreting qualitative data and include regularly

reviewing and compiling interview transcripts, observation notes, or other non-textual

materials that the investigator gathers to better comprehend a particular

phenomenon. Writing down or categorizing the information is a major part of the

qualitative data analysis process. In order to make sense of enormous volumes of

data, one must first reduce the amount of raw data, then look for distinctive essential

patterns, final y derive knowledge that is useful, and last construct a logical pattern

(Pedamkar, 2015).

In our study, we will employ thematic analysis to analyze the data for our

qualitative data analysis. According to Rosala (2022) thematic analysis is a

methodical way of separating and arranging large amounts of qualitative data by

assigning suitable codes to each observation and quotation in order to make it easier

to identify key themes. Using thematic analysis is very helpful because it is flexible

and a useful research tool that can probably grant a substantial, complex and rich

account of data.

The data will be taken from target participants through In-Depth Interview and

Focused Group Discussion. All recorded were translated into written form before the

data were analyzed. Transcribing process will help the researchers to interpret the

data as it included in the transcript.

We will classify and prepare the data analysis including the gathered data of

transcribing, typing all the response of the participants, sorting and arranging the

gathered data into different types depend on the information gathered from our target

participants.
 32

We will start analyzing information we have gathered from our participants.

We will also include the answers, impressions of our participants, credibility and

information.

In our analyzation the three questions as our basis in analyzing will be used.

First question, what are the teachers’ lived experiences with student misbehavior. In

our second question, how do teacher cope with the challenges of having a student

misbehavior. And lastly, our third question is what are the insights gained by

teachers with student misbehavior.

Trustworthiness of the Study

Researchers define trustworthiness in a variety of ways. According to Schmidt

and Brown (2015), the quality, authenticity, and sincerity of qualitative research

findings are referred to as trustworthiness. It also refers to the level of trust or

confidence that readers have in the outcome. Yin (1994) defines trustworthiness as

both a study goal and something to be appraised both during and after the research

is completed. Trustworthiness addressed strategies for ensuring that the study

process was carried out correctly (Guba and Lincoln, 1989). Manning (1997),

equated trustworthiness with empiricist ideas such as internal and external validity,

reliability, and objectivity.

To establish the trustworthiness of the study, we observe its four components.

These are the following: credibility, confirmability, transferability, and dependability.

Credibility, researchers must ensure that those participating in research are

identified and described accurately. Credibility deals with the focus of the research

and refers to confidence in how well the data address the intended focus. According

to Lincoln and Guba's (1985) criteria for establishing credibility, researchers must
 33

ensure that those participating in research are identified and described accurately

(Polit & Beck, 2012).

To institute credibility in our study, we will ensure firmness in our data

collection such as interviews, which are directly taken from our participants which are

the teachers in Atty. Orlando S. Rimando National High School.

Transferability is analogous to generalization in quantitative research

(Connelly, 2016). Transferability of the inquiry is facilitated by providing a detailed

description of the inquiry and by purposefully selecting participants. To support

transferability, researchers provide a rich, detailed description of the context,

location, and people studied, and are transparent about analysis and trustworthiness

(Connelly, 2016). Moreover, a researcher can evaluate the extent to which the

conclusions are transferable to other times, settings, situations, and people by

describing a phenomenon in sufficient detail.

To deal with transferability, we as a researcher will describe the research

context and suppositions of our research in a possible detailed manner. We will

make sure that the data are thick and rich in description so that any interested

researchers who will conduct research that are similar to our study which is all about

exploring the teacher perceptions of student’s misbehavior.

Dependability is aligned with both reliability and trackable variability,

essentially an audit trail that affirms the authenticity of the process and thus the data

and findings. This requires a clear and logical research process that is clearly

documented and follows a suitable methodology (Munn et al., 2014).

To establish the dependability in our study, we will be consistent in the

collection and analysis of data through coding-recording system. As a researcher,

 34

we will keep track of the data through wide-ranging documentation of the research

processes.

Confirmability is about the extent to which the findings of a study are

consistent and repeatable. To ensure confirmability, a researcher can maintain

detailed notes on research decisions and analysis and discuss these with a

respected qualitative researcher (Connelly, 2016). It also refers to the objectivity that

is the potential for congruence between two or more independent people about the

data’s accuracy, relevance, or meaning. It refers to the degree to which the results of

an inquiry could be confirmed or corroborated by other researchers. It is concerned

with establishing that data and interpretations of the findings are not figments of the

inquirer’s imagination, but are clearly derived from the data (Tobin & Begley, 2014).

To ensure confirmability in our study, we will keep our audiotaped interviews

and our detailed note-takings as we will conduct our interview to our participants. We

will not include our personal viewpoints, hypothesis, and conclusion as we conduct

our interview to avoid misinterpretation of data. We will also make sure that the

information we will get from our participants are their experiences with student

misbehavior, how they cope up with the challenges in that stage and as well as their

insights and not our crap up stories.

Ethical Consideration

Ethical considerations in research are norms and concepts that researchers

must follow while doing their research. Ethical considerations also affect the nature

of interactions to guarantee that research is conducted in accordance with the

established rules and principles. Furthermore, ethical considerations are vital

 35

because they support research objectives such as inaccuracy, truth, and knowledge

avoidance. It forbids the use of misleading interpretations and manipulation of

information in drawing conclusions from any research project. Furthermore, ethical

considerations are required to build trust, collaboration, and mutual respect because

research typically involves collaboration between researchers and people with

diverse dispositions (Ayenew, 2022).

General ethical principles and recommendations for human subject’s research

were identified by the National Commission for the Protection of Human Subjects of

Biomedical and Behavioral Research throughout its deliberations, and they are

contained in the Belmont Report (1979). The Belmont report is a priceless tool for

scholars. It covers fundamental ethical ideas that the committee acknowledged

throughout its deliberations. Three key ethical principles are outlined and established

as standards for research involving human subjects in the Belmont report: (1)

respect for persons, (2) beneficence, and (3) justice.

This study's primary focus is on high school students at Binuangan, Maco.

Davao De Oro's Atty. Orlando S. Rimando National High School, a public high

school. They are the study participants who could be regarded as being vulnerable.

The researchers must take steps to guarantee their own security and safety because

of this. In order to preserve the trust, they have placed in us, we must guarantee

their safety and confidentiality. In the process, the analysts will look for the moral

standard in leadership. The ethical guidelines outlined in the 1974 Belmont Report

will then be followed when we perform this research.

Respect for Persons. The principle of respect for persons is important to

research ethics. Respect for persons relates to respect for autonomy: a research

participant's right to self-governance, liberty, privacy, individual choice, and freedom

 36

of will. The prerequisites for respect for persons are agency (the ability to take

conscious action), liberty (the freedom from controlling influences), and

supplementary protection (for persons with diminished autonomy). The foundations

for these concepts are that people should be free to make decisions and act on

them, as well as retain control over their own lives without being controlled or

compelled by external influences (Pietilä et al., 2020).

In conformity with the first principle, we will take steps to ensure that

participants are aware of how we will collect data from their responses prior to our

interview with them. We will also request their permission to participate in our study

and answer random questions as part of our data collection process. We will inform

them that they have the option to withdraw from our study prior to or during the

interview.

Beneficence. The principle of beneficence refers to a researcher's ethical

obligation to promote well-being and maximize the benefits for study subjects and

society. The beneficence concept encompasses two distinct components of

research: participants' rights to be free of injury and pain, and participants' rights to

be protected from exploitation. The principle calls for not just avoiding harm, but also

to benefit participants and to promote their welfare. To conform with the principle of

beneficence, researchers must apply precise safeguards to reduce all forms of

suffering and injury (Barrow et al., 2022).

In this study, beneficence is demonstrated by the disclosure of study details

so that our participants are aware of what details we are going to extract from them.

We can ensure that our participants will acquire more benefits than hazards by

conducting this research. As a symbol of our appreciation, we will present each of

our participants a token of appreciation after our interview session.

 37

Justice. The principle of justice requires that we select participants fairly and

without bias. Individual participants or communities should be selected in such a way

that the risks of the research are equally distributed and benefits will be equally

enjoyed. Fairness, when applied to subject selection, means that all members of the

relevant population must be given an equitable opportunity to participate in the

research and allowed to freely choose whether or not they wish to participate (Pietilä

et al., 2020).

To ensure justice in our study we will consider fairness in our participants

specially those who decline to participate in our study. We hope that by participating

in this study, our participants will be set free from any negative experiences they had

as they maintain a good reputation into what positive contributions they could offer in

our study. We can ensure justice in this study by safeguarding our participants'

anonymity, distributing the advantages and hazards of the research fairly, and

prohibiting the exploitation of the identities of some vulnerable individuals. We shall

also accept complete responsibility if we made them feel unjustly during our

interview.

CHAPTER 4

RESULTS

This phenomenological study explored the experiences of 10 teachers as

interpreted by their verbal accounts gathered through in-depth interviews and focus
 38

group discussions are presented in this chapter. Careful analysis was carried out

which aided in the generation of major themes from the core ideas extracted from

each participant’s honest recall of their perceptions on student's misbehavior.

The ten participants were teachers at Atty. Orlando S. Rimando National High

School who shared various analyses and insights on student’s misbehavior. In-Depth

Interview and Focus Group Discussion was conducted to each participant through

face-to-face and messenger.

This section provides the details of the results of the qualitative analysis to

answer the following research questions:

1. What are your lived experiences in dealing with student’s misbehavior?

2. How do you cope with the challenges in dealing student’s misbehavior?

3. What are the insights you gained in dealing with student’s misbehavior?

This chapter was divided into three parts. The first part was all about the data

of the participants from which the qualitative data were assembled. The second part

discussed the data analysis dealings and the steps in the classifications of the

emergent themes collected from the in-depth interviews and focus group discussion.

The last part includes the outline of responses from the different participants.

Participants

In this study, there were five (5) participants for the in-depth interview and five

(5) participants for the focus group discussion who were all identified as teachers at

Atty. Orlando S. Rimando National High School.

Table 1.

Participants’ Information

Pseudonym Age Gender Educational Level Study Group

IDI_01 28 Female Grade 9 In-depth Interview

IDI_02 35 Female Grade 11 In-depth Interview

 39

IDI_03 32 Male Grade 10 In-depth Interview

IDI_04 38 Female Grade 8 In-depth Interview

IDI_05 63 Male Grade 8 In-depth Interview

FGD_01 39 Female Grade 9 Focus Group

FGD_02 27 Male Grade 10 Focus Group

FGD_03 31 Female Grade 8 Focus Group

FGD_04 28 Female Grade 11 Focus Group

FGD_05 28 Male Grade 9 Focus Group

They were selected by their willingness to be interviewed based on their

experiences regarding the research topic. The participants were given pseudonyms

to preserve confidentiality and privacy, as presented in Table 1.

Categorization of Data

Firstly, in-depth interviews and the focus group discussion answered all the

research questions and give us a substantial result. The audio data from the

recordings were directly transcribed, and answers in vernacular were carefully

translated into English. We first listened cautiously to the sound recordings. This was

to transform the data into texts and so that it would be easier to code our data later.

Three steps were taken during the data analysis: data reduction, data display,

drawing conclusions, and verification (Miles and Huberman, 1994). These were done

to identify core and essential themes about the phenomenon under the investigation.

Thematic analysis was the approach used in pairing and separating data, a

way of sorting and categorizing. It involves identifying, analyzing, and reporting

 40

patterns or themes within the data to gain a deeper understanding of the research

topic. The lengthy and large volumes of qualitative data gathered are consolidated

and manageable, easier to control, and understood through data reduction. The next

step was displaying data through graphic organizers such as a matrix or table for the

viewer to draw a conclusion. In this step, we read several times to get acquainted

with them. At first, we found several themes, the researcher then refines and defines

the themes by reviewing and comparing them against the entire dataset, ensuring

they accurately capture the essence of the data then the themes were narrowed

down to just a few ones.

Finally, conclusions were drawn from the qualitative analysis, and it was

verified. This involved revisiting the studied data a number of additional times in

order to fully assess the veracity of the emergent results. Through the creation of

conceptual categories and descriptive themes, the data conversed. Researchers

might respond to the study questions by using the theme as an implicit topic that

groups a collection of recurrent concepts (Vaismoradi, 2015). After that, we looked at

the transcriptions and interpreted the conceptual categories. We took into account

the feedback and recommendations, like removing data that are not important to the

study.

Research Question No. 1. What are the lived experiences of teachers in dealing
with student’s misbehavior?

Table 2.

Themes and Core Ideas about what are the Lived experiences of teachers in dealing

with student’s misbehavior.

Essential Themes Core Ideas

Difficulty in Handling Misbehavior  Dealing with student misbehavior is
 41

challenging, especially when the

student is unruly, or rude.

 Teachers may find dealing students’

misbehavior is difficult and very
demanding when the students are
stubborn and hard headed.

 Teachers faced difficulties in dealing

students’ misbehavior when students
have troublesome and problematic
behaviors.

Compromise Teaching Hours  Students’ misbehavior interferes with

class preparations and demands
extra time and effort from teachers.

 Teacher finds that student’s

misbehavior always disrupts their
classes hours.

 Managing student’s misbehavior is

time consuming and give teachers a
lot of work.

Mental and Emotional Stress  Dealing with students’ misbehavior

can be emotionally and mentally
draining experience for teachers.

 The impact of students’ misbehavior

affects both the emotional and
mental health of a teacher.

 Dealing student's misbehavior is

stressful and very tiring work and
can cause anxiety to teachers.

The subsequent questions were asked to find out the lived experiences of

teachers on dealing with student’s misbehavior. How would you describe your

encounter in dealing of student's misbehavior in your classroom? What do you think

are the most common reasons of student's misbehavior that you have experience?

Can you describe some of the most difficult issues you have experienced in dealing

with student’s misbehavior? How did student's misbehavior affect your work as a
 42

teacher and as a person? How will you describe your overall experiences when

dealing students misbehavior?

Data were collected and analyzed using the above questions to determine

these three essential themes, as shown in Table 2. These are Facing difficulties,

Behavioral problems among students and Determination to teach despite difficulties.

Difficulty in Handling Misbehavior

The causes of students' misbehavior in class vary depending on what they

lack. Teachers acknowledged the fact that not everyone in his or her class shared

the same experiences, which is why they act a certain way. This also implies that

teachers take their time understanding their students in order to address them

effectively, but they find the process tough. Students' behavior varies a lot; their

problematic behavior becomes unreasonable at times, which is why teachers find it

difficult to manage. It gives one the sense of urgency to act about something they

care about. In relation to this, IDI_01 stated that:

“Certainly, dealing with students' misbehavior is challenging

and some of the most difficult issues I have encountered
were when some students exhibited persistent disruptive
behavior, and some also challenged my authority, or
refused to follow instructions.” (IDI_01)

The same sentiments were stated by IDI_02 when she also mentioned during

the interview that:

“Dealing with students' misbehavior is very challenging

especially when the students are stubborn or hard-headed.”
(IDI_02)

FGD_05 also emphasized the difficulties he encountered when dealing with

student’s misbehavior, he mentioned that:

“Ang pinakalisud na student misbehavior na akoang na

experience kay kanang isog na kaau sila kanang dili najud
 43

maminaw pati ako na maestro kay nadamay na sa ilahang

lain napamatasan.Lisod jud kaau disciplinahon ning mga in
ani na mga students.” (FGD_05)

(The most difficult student misbehavior that I have

experienced is when they are extremely stubborn and refuse
to listen, including myself as their teacher, as it affects the
whole class. It is very challenging to discipline such
students.)

Compromise Teaching Hours

A teacher's time is vital for students' learning. However, dealing with

misbehavior inside the class limits their time to educate. Misbehavior not only

compromises the teacher's time but also disrupts the learning environment for

everyone. To maintain an effective learning environment in the class, it demands

extra effort and makes the teacher do extra work. Misbehavior inside the classroom

requires the teacher to make extra preparations to properly handle it. It gives one the

sense of urgency to act about something they care about. In relation to this, IDI_01

stated that:

“It can disrupt the learning environment, delay the progress

of lessons, and require extra time and effort to manage the
classroom. Also, this causes additional work for me on my
part as teacher.” (IDI_01)

The same sentiments were stated by FGD_01 when he also mentioned during

the interview that:

“The most difficult issue I have encountered in dealing with

the students’ misbehavior is not following class rules and
showing disrespect and always disrupt my time in teaching
them.” (FGD_01)

FGD_03 also emphasized the challenges and hardships he experiences when

managing his time when dealing students’ misbehavior, he mentioned that:

“Being an adviser for several years, managing students'

misbehavior can pose several challenges because it
consumed lot of time to manage my students and to
 44

discipline them. Misbehavior that significantly disrupts the

learning environment of the other student in the classroom
is truly bothering me and quick action to address that
misbehavior is needed. This is a hassle because instead of
focusing on teaching the students I'll be sidetracked to
dealing with the problem. The most recent misbehavior that
I dealt with truly disturbed me emotionally. Because on the
process of investigating the root cause of my student's
misbehavior, I found out that there were underlying issues
that involved family issues and emotional struggles due to
sexual assault. It led us to contact DSWD and the police
officers. The problem was later then solved but some of the
family members indirectly blamed me, as an adviser, for
causing the trouble in their family, wherein fact I just did my
role as an adviser.” (FGD_03)

Mental and Emotional Stress

Dealing with misbehavior from time to time may take a toll on a teacher's

psychological and physiological well-being. Teachers are expected to act

professionally in the face of any issues regarding their students, and with that,

teachers are known for setting aside personal feelings to address the matter at hand.

However, from time to time, this becomes a burden for teachers as they age while

also dealing with matters outside work. Teachers find it stressful when a student

misbehaves; however, educating their students is a teacher's responsibility that they

cannot disregard. It gives one the sense of urgency to act about something they care

about. In relation to this, IDI_02 stated that:

“Dealing with students' misbehavior can be an emotionally

and mentally draining experience. As a teacher, it's
important to stay focused on finding a constructive solution
for misbehavior while considering also the individual needs
of each student. As a person, it's difficult to remain positive
and patient all the time when facing disruptive behaviors.”
(IDI_02)

The same sentiments were stated by FGD_04 when she also mentioned

during the interview that:

 45

“As a teacher, dealing with students’ misbehavior is time

consuming and energy draining. It disrupts the learning
environment and reduced my time for classroom instruction.
For personal impact, it affects my emotional and mental
health causing me stress and feeling burnout. There are
instances when I feel disheartened, frustrated, and
demotivated when efforts to address their misbehavior did
not yield the desired results.” (FGD_04)

FGD_05 also emphasized his overall experience in dealing with students’

misbehavior, he mentioned that:

“I describe my overall experiences that I have encountered

when dealing student's misbehavior as a very stressful work
and a very difficult job for us as an educator and sometimes
it causes anxiety too.” (FGD_05)

Research Question No. 2. How do teachers cope with the challenges in dealing
student’s misbehavior?

The following questions were asked to determine the coping mechanisms of

teachers about dealing with student’s misbehavior. How do you deal when students

misbehave inside the classroom? How do you cope up when students misbehave

inside the classroom? How do you manage your own emotions when dealing with

student's misbehavior inside the classroom? How do you prioritize self-care and

well-being when dealing with student's misbehavior? What strategies do you employ

to stop students from misbehaving inside the classroom?

Table 3.

Themes and Core Ideas about how do teachers cope with the challenges in dealing

student’s misbehavior.

Essential Themes Core Ideas

Immediate Intervention  The teacher calls the attention of
 46

the students if they misbehave

and ask them if there is any
problem.

 When the teacher sees his/her

students misbehave he/she calls
the attention of his/her students
and asks them to behave.

 The teacher will call the attention

of their students after the class
and advise them to stop doing it.

Effective Communication  A misbehaving student must have

grievances they hold deeply,
coping with their behavior may
also require deep understanding
of its cause.

 Open communication helps the

teacher to better understand the
actions of the student.

 Teacher finds communication is

essential to connect and deal
with student's misbehavior

Prioritizing Self-Care
 Teacher usually goes in nature to
relax and heal their self from
stress they got in dealing with
student’s misbehavior.

 Teacher must prioritize their self

and seek help than solve the
problem alone, and setting
realistic expectations helps
resolve issues quickly.

 Teachers prioritize self-care

practices such as setting
boundaries, engaging in
exercises, bonding with families,
and doing their hobbies
 47

Data were collected and analyzed using the above questions to determine

these three essential themes, as shown in Table 3. These are Employing Strategies,

Effective Communication and Prioritizing Self-Care

Immediate Intervention

Teachers individualize service the misbehavior of the students. However, to

stop the misbehavior of students, teachers catch their attention and apparently do an

intervention. Furthermore, take an advice to stop that they doing inappropriately by

individualize service to protect students from other harassment. Talking to students

about their bad conducts may help to lessen their misbehavior. However, taking an

immediate intervention in any forms will help the teachers in instilling the minds of

young learners to do the right thing and avoid misbehaving in schools. . It gives one

the sense of urgency to act about something they care about. In relation to this,

IDI_02 stated that:

“I usually do eye contact to the misbehave students, call the

attention of the student, and ask what happened or any
problem. If it just a minor fault, I just ignore it to
avoid class disruption.” (IDI_02)

The same sentiments were stated by FGD_01 when she also mentioned

during the interview that:

“I call students attention and ask them to behave.” (FGD-01)

FGD_05 also emphasized the immediate intervention teachers do when

dealing with student’s misbehavior, she mentioned that:

“I call their attention after the class; I talk to them and advise
them to stop doing it and begin doing the right thing.”
(FGD_05)
 48

Effective Communication

Each and every individual stipulates an approach to hear what they're

thinking and strengthen self-awareness. The optimum method for a teacher to fully

understand their students’ feelings that both of them are experiencing and feel them

comprehensively is through interaction, especially for teens who have not yet

reached adulthood and need the clarity of their behaviors, traits, convictions, and

beliefs clarified. It gives one the sense of urgency to act about something they care

about. In relation to this, IDI_04 stated that:

“I call their attention right away and ask them what they did
and why they did that. I will let them realize that
misbehaving in class is a big no through communication.”
(IDI_04)

The same sentiments were stated by FGD_01 when she also mentioned

during the interview that:

“I talked to them to discuss the problem and the solution.”

(FGD_01)

FGD_05also emphasized the importance of effective communication, he

mentioned that:

“By effective communication, through communication we

educators can delve deeper into the reasons behind a
student's misbehavior and it can help us to stop students
from misbehaving.” (FGD_05)

Prioritizing Self-Care

Setting priorities for oneself might help anyone cope with an unpleasant

situation that can be difficult to handle. A teacher has to live their profession

successfully, take on impediments and priorities straightaway, and take the time to

seriously consider what is necessary for them. Despite the fact that managing an

abundance of students with various temperaments and habits is extremely

 49

demanding and unbearable. It gives one the sense of urgency to act about

something they care about. In relation to this, IDI_05 stated that:

“So ayan basic life lang gihapon sa akoa medjo primitive ko

ehh i usually ahh magadto ko sa nature ahmm nature ang
usually nako na health kana then pray, prayers is one big
thing prayer gyud na mao na sa akoa is wala nay lain man
stronger pa then mas effective na it comes stress
management pinakanindot gyud ang kamot sa ginoo ang
imong pangayuon magayo sa imoha pangayuon jud na nato
no bisan unsaon nato sa naay giingon sa unsa na siya ka
especial nga doctor nga dili na igrant sa ginoo nothing ang
nakabalo ana na doctor ang pagbuot man sa ginoo kana ra
jud siya blessing lang jud sa ginoo na ang iyang plano unsa
andam ta nga mo dawat kay ingon ana when it comes help
respitohon lang ang atoang kaugalingon then observe lang
then healthy attitude and healthy life style kana ra jud.”
(IDI_05)

(For me since I'm somewhat primitive eh... I usually ah... I

usually go in the nature ah... Nature is where I usually go in
healing then pray, prayers are the one big thing since it is a
prayer and that is it for me and there are no things that are
stronger and more effective when it comes to stress
management the best thing that you will ask is the hand of
God. We must always ask for it since what else will happen
God will choose your fate.There is a saying that whatever
how special a doctor is if God will not grant it then it is
nothing... The one who becomes doctors is God decision
and that is a blessing only from the god that he planned that
prepared us to receive it, and that is all. When
it comes to help; we just respect ourselves and then observe
a healthy attitude and healthy lifestyle and that is all.)

The statement above was supported by FGD_03 when he also mentioned

during the interview that:

“It is truly essential to prioritize myself and my well-being

when managing student misbehavior. As much as possible I
set boundaries concerning my professional and personal
life. If I can't deal with the situation alone, I seek help from
my colleagues in our school. Setting achievable and realistic
expectations about what I can do with my students helps
because there are issues that take time to be resolved.”
(FGD_03)
 50

FGD_04 also emphasized the importance of prioritizing self-care when

dealing with student’s misbehavior, she mentioned that:

“Prioritizing self-care and well-being are crucial when

dealing with student misbehavior. To maintain a healthy
balance, I make self-care practices a priority. It involves
setting boundaries and allowing myself time for relaxation
and rejuvenation outside of work. Engaging in activities that
bring me joy and reduce stress, such as exercise, hobbies,
or spending time with loved ones, helps me recharge and
maintain a positive mindset. Taking care of myself enables
me to approach challenging situations with resilience,
patience, and a clear mind, ultimately benefiting both my
well-being and my ability to effectively address student
misbehavior.” (FGD_04)

Research Question No. 3. What are the insights that teachers gained in dealing
with student’s misbehavior?

The following questions were asked to share their insights about dealing with

student’s misbehavior. What are your common perceptions in dealing misbehavior

among students? What are your realizations in dealing with student's misbehavior?

What have you learned about yourself as educator in dealing with student's

misbehavior? What did you discover as a teacher in dealing student's misbehavior?

What are the lessons you have learned when dealing student's misbehavior?

These three essential themes, as shown in Table 4. These are

Communication Fosters Behavior and Growth, Significance of Adaptability and High

Tolerance in Disciplining Students.

Table 4.

Themes and Core Ideas about what are the Insights teachers gained in dealing with

student’s misbehavior?
 51

Essential Themes Core Ideas

Communication Fosters Behavior  Open dialogue and active
and Growth listening are crucial in addressing
students' misbehavior.

 Addressing misbehavior requires

open communication and
listening.

 Open communication and

positive teacher-student
relationships are essential for
successful learning.

Significance of Adaptability  Managing student misbehavior

requires patience, empathy and
adaptability.

 Maintaining balance as a teacher

and as a friendly individual in
student-teacher relationship.

 Teachers’ flexibility in dealing with

student's misbehavior.

Positive Approach in Disciplining  Coping with misbehavior

Students necessitates tolerance and
empathy; teachers must work on
both emotional and intelligence
quotient components on their
students in order to prevent
suicide risks.

 Understanding and responding to

student's misbehavior in class is
essential for success.

 In order to combat this behavior

with fairness and consideration,
teachers learned to empathize
with the student and recognize
the hardships, establish goals
and rules inside the class, and
communicate with their parents.

Communication Fosters Behavior and Growth

 52

Dealing with misbehavior necessitates communication to avoid biased and

indiscriminate perceptions of the situation, and it does not only require addressing

the action with punishments all the time. Through communication, both teachers and

students may achieve a consensus regarding the behavior and its consequences.

Effective communication gives room for growth not only for the students but also for

the teachers. Teachers will be able to determine what strategies to employ to benefit

the student and the entire class and may also develop how to empathize and apply

patience in dealing with misbehavior. It gives one the sense of urgency to act about

something they care about. In relation to this, IDI_02 stated that:

“My common perceptions when dealing with misbehavior

among students is that it is most often a symptom of
deeper, underlying issues such as stress, anxiety, emotional
distress, and poverty. I believe that by creating an open
dialogue with every student and actively listening to their
perspectives, we can more accurately address any
misbehavior and work towards finding solutions.” (IDI_02)

The same sentiments were stated by IDI_02 when he also mentioned during

the interview that:

“My realizations from working with students on misbehavior

are that creating a space for open communication and
listening to the perspectives of every student is essential for
addressing the root causes of misbehavior. Because
unfortunately some learners, can express their anxiety and
stress, frustrations and problems inside the classroom since
they find it as an outlet of their feelings/emotions or maybe
they have unresolved problems at home.” (IDI_02)

FGD_03 also emphasized the significance of communication, she mentioned

that:

“I discover that every learner is different, with varied needs,

experiences, and backgrounds. Also, I appreciate the
importance of having open communication and building a
positive teacher-student relationship. At times student
 53

misbehavior is hard to deal with, but I find myself resilient at

the end of the day.” (FGD_03)

Significance of Adaptability

When it comes with addressing students' misbehavior in the classroom, it

requires teachers to adapt strategies to immediately manage it. In the face of unruly

students, Teachers are quick in assessing how to properly react and process the

situation, they may experience emotional fluctuations but still persist with a

professional demeanor. Teachers are not only required to facilitate their students'

behavior but also themselves, to find the right balance in the emotions and actions. It

was never easy for Teachers, but their profession contributes to their students' future

and they must handle it with care all the time. It gives one the sense of urgency to

act about something they care about. In relation to this, IDI_01 stated that:

“In dealing with student misbehavior, I have learned to be

patient, to show empathy, and be adaptive to any difficult
situations.” (IDI_01)

The same sentiments were stated by IDI_04 when he also mentioned during

the interview that:

“I have learned that building a student-teacher relationship

is important because it is way better to understand your
students. Every student is different. Well, it is helpful for me
in managing the class to keep myself balanced, not just as a
teacher but as a friendly individual too.” (IDI_04)

FGD_03 also emphasized that educators need to adapt in classroom

environment to deal with student’s misbehavior, she mentioned that:

“I have learned about patience and empathy whenever I

deal with misbehavior from students. I gain knowledge of
approaching difficult situations with understanding and
figuring out what going on behind the situations. I also
learned to analyze the causes and identify effective
 54

interventions as well as find solutions to manage the

individual need of my students. Moreover, dealing with
student misbehavior is a never-ending learning process,
which is why, we teachers seek out new strategies and
approaches to help support our students.” (FGD_03)

Positive Approach in Disciplining Students

Punishments cannot always control unruly students in the class. When it

comes to that situation, teachers have to extend their patience and consider the

reasons behind the students' actions. Teachers cannot always rely on their

superiority, which is why they strive to build a connection with their students.

Teachers strive to understand their students better; they empathize with them and

share their opinions with them. Teachers learned to act more sensitively around their

students to maintain the safe environment they established in the classroom. It gives

one the sense of urgency to act about something they care about. In relation to this,

IDI_02 stated that:

“As an educator, I've learned that having patience and

empathy in dealing with student misbehavior is important.
As a teacher we must not only focused on the IQ of the
learners, but also their Emotional Quotient because
nowadays there are lot of young individuals who commit
suicides because maybe they have fewer coping
mechanism.” (IDI-02)

The statement above was supported by FGD_02 when he also mentioned

during the interview that:

“I discover that students have their way of misbehaving

during classes and with that, you should understand and
know when and how to react to that misbehavior.”
(FGD_02)

FGD_04 also emphasized the importance of positive approach when dealing

with students’ misbehavior, she mentioned that:

 55

“Firstly, empathy and understanding are crucial in

addressing misbehavior. Recognizing students' challenges
and needs allows for patient and compassionate responses.
Secondly, proactive measures like clear expectations,
positive reinforcement, and a supportive classroom
environment are key to preventing misbehavior. Fair and
consistent consequences are also vital in teaching
accountability and promoting growth. Lastly, open
communication and collaboration with students, parents,
and colleagues play a significant role in addressing and
resolving misbehavior effectively.” (FGD_04)

Chapter 5

DISCUSSION
 56

This chapter presents the discussion of results that emerged during the data

analysis back up with various related studies and literature. This also contains the

implications for future research and conclusion.

This phenomenological study aimed to unveil teachers' experiences, their

coping mechanisms, and the insights they gained in the phenomenon under study.

The phenomenological study is very much concerned about the human perception of

events created from concrete proceedings emphasized through extensive interviews

and discussion according to Creswell (2012). Hence, the study focused on what

common experiences, coping mechanisms, and insights the participants have

encountered and realized in the phenomenon under investigation through in-depth

interviews and focus group discussions.

Firstly, this study was gleaned from the Behavioral Learning Theory of

Skinner et al. (1990), which states that all actions are acquired through interactions

with the environment. This theory greatly relates to the results of this study, as

teachers perceive that the behavior of their students is a reflection of their situation

at home or of how they are treated as a person. It implies from their responses that

what influences behavior more is not genetics but the students' experience. Their

responses inferred that, as a contributor to students' future betterment, it is a

teacher's responsibility to guide and leave a good impact on their students.

In relation to this, the Attribution Theory, proposed by Fritz Heider (1958) is

used for analysis. This theory states that it is more specifically concerned with how

people interpret events around them and how their interpretations influence their

thinking and conduct. This theory closely corresponds to the findings of this study

since teachers genuinely tried to create a secure environment in the classroom so

that students would feel more at ease speaking their minds, also making it simpler
 57

for the teachers to see their viewpoints on the problem. The responses inferred that

teachers make every effort to avoid reacting hastily or angrily to a situation.

Lastly, this study was gleaned from the Emotional Labor Theory of Hochschild

(1983), which states that a person who controls their emotions under the direction of

a work-related entity may feel emotionally exhausted. This theory relates to the

results of this study, which state how teachers prioritize their self-care outside of

work and even when facing a problem in school. Teachers admit that in order to

protect their well-being, they follow nightly routines and schedule time for their

hobbies and family. Also, teachers indicate that they do not dwell on the situation too

much to avoid getting worked up too much.

In line with these, ten (10) teachers from Atty. Orlando S. Rimando National

High School were invited to share their perspectives and insights regarding on

students’ misbehavior. Five of these participants shared their thoughts in the in-

depth interview, while the other Five is in focus group discussion. Both IDI and FGD

participants were eager to answer the questions, and they were enthusiastic about

sharing their insights with the group. Through their positive disposition, we had rich

and comprehensive data sufficient to answer the posted research questions.

Lived Experiences of Teachers with Students’ Misbehavior. In identifying

the teachers’ experiences regarding with students’ misbehavior, the validated

interview questions were utilized to gain relevant answers from interviews and

discussion. In particular, three essential themes emerged that shed light on the

inquiry regarding their viewpoints about their experiences on students’ misbehavior.

First, difficulty in handling misbehavior now is an experience for educators;

it can be a challenging situation for educators with the students' growing improper

behavior. It allows us in schools and the workplace to use a discussion format to

 58

explore the nature of these difficulties and capture the meanings these experiences

have for the individuals involved. Those are the circumstances under which this is

facing difficulties that are currently experienced by the educators (Lodge et, al.

2018). In connection with this, as educators cultivate the behavioral ability of

students to handle difficulties in any situation, teachers who interact with them must

address the difficulties and upbringings of students' academic, cultural, and

economic influences that can harm their behavior.

Those educators faced difficulties in teaching some adjustments for the

students, and it can be difficult as a result of culture shock, resulting in an early exit

from the school for the students. Teachers cope with facing difficulties in their daily

lives when encountering misbehaving students. In order to inform school personnel

or an adviser on how to better assist students, an educator can face psychological

and physiological symptoms of culture shock (McLeod, 2021). In light of this,

educators find that they are having difficulties dealing with their student’s

experiences and addressing this as educators.

Moreover, compromise teaching hours, assessing the severity of a

classroom behavioral issue in order to choose an acceptable response is probably

the most challenging obligation for a teacher to fulfill. No matter how much

competence you have in the classroom, there is always a chance that there could

possibly be a problem with an individual student, an entire class of students, or the

general classroom surroundings. This is according to a study by the University of

North Carolina in 2023. Students' actions may reflect parts of their lives outside of

school in equal measure as they do in a learning environment. They may be

performing out of dissatisfaction, a lack of interest, psychological issues, or a variety

 59

of other intentions. The learning environment may be significantly impacted even if

the disruptive behavior does not constitute a severe threat.

According to Ferlick's study (2021), there are numerous factors, such as

larger class sizes and staffing issues, that might cause behavioral difficulties in the

classroom. According to a survey, the majority of school administrators report an

increase in disruptive behaviors, while some teachers claim that these disruptions

cost them half an hour of daily instructional time. Teachers anticipating a situation to

getting out of hand before taking action is potentially among the greatest mistakes

committed in schools when it has to do with lowering behavioral difficulties.

Tomorrow's big concern is today's small one.

Further, our third theme mental and emotional stress, student misbehavior

creating mental and emotional stress in teachers refers to disruptive actions and

behaviors displayed by students that negatively affect the psychological well-being

and emotional condition of educators. Teachers' overall job satisfaction and mental

health may suffer as a result of these activities, which can cause severe stress,

worry, and emotional strain. The constant exposure to student misbehavior can have

profound effects on teachers, both inside and outside the classroom.Teachers

consistently rate student misbehavior, including disturbances, disrespect, and

disciplinary problems, as the most influential stressor in their profession. When

teachers perceive elevated levels of inattentiveness, classroom disturbances, or

disciplinary issues, they tend to report poorer well-being and increased stress levels.

Furthermore, teachers who work in schools with a high prevalence of disciplinary

issues are more prone to suffer from emotional exhaustion. (Aldrup et al., 2018).

According to Wettstein et al. (2021), where they researched a

psychobiological approach to problematic classroom interactions. According to a

 60

study, disruptions in the classroom are the biggest cause of teacher stress and are

also the main reason individuals leave the profession. Disruptions in the classroom

have been shown to be strong predictors of the negative effects of stress and are

strongly related to teacher burnout when they are paired with time limitations and a

lack of recovery breaks. In addition to issues outside the school, teachers consider

that disruptions by students during classes, a lack of student interest, and issues

with upholding regulation in the classroom are among the foremost risk factors for

teacher health. In relation to our findings, teachers are expected to act professionally

in the face of any issues regarding their students, and with that, teachers are known

for setting aside personal feelings to address the matter at hand. Teachers also have

problems outside of work with which they deal personally. It is implied from their

responses that dealing with misbehavior burdens them gradually in both their

emotional and mental states.

Coping Mechanisms of Teachers on Dealing with Students’ Misbehavior.

In identifying the teachers’ coping mechanisms regarding dealing with students’

misbehavior, the validated interview questions were utilized to gain relevant answers

from interviews and discussion. In particular, three essential themes emerged that

shed light on the inquiry regarding their viewpoints about how they cope with dealing

with students’ misbehavior.

First, immediate intervention is a set of connected actions taken within a

system when the difference between the outcome and the input is not equal.

Therefore, rather than being fixed and limited entities, interventions are seen as

ongoing social processes. An intervention is an action done by a person to address

an issue (Hawe et al, 2014). This implies that the teachers establish norms in the

classroom, and if they are not followed by the students, the teacher will intervene
 61

with the pupils to address the issue and establish social processes to remedy the

problem.

Every day, teachers are forced to deal with the misbehavior of the students in

their classrooms, therefore they must implement an intervention strategy right away.

Teachers had to use several intervention techniques to address the same

misbehavior of addressing students by their names to capture their attention. The

author demonstrated that teachers were more likely to use intervention tactics to

address the issue and get the students' attention (Glock, 2016). To demonstrate this,

teachers frequently employ immediate intervention strategies with students who

misbehave in the classroom since they are efficient and enable them to handle

issues immediately.

Moreover, our second theme, effective communication, encapsulates the

process of communicating ideas, points of view, opinions, truths, and other

information in such a manner that the message is effectively recognized for its

intended use. On the basis of the study of Khan et al. (2017), having an outstanding

teacher always makes things more understandable and clearer. A teacher's ability to

effectively communicate is vital for the teaching process of classroom instruction,

control, and connecting with students. The teacher needs to impart learning to

students who have different ways of thinking. A teacher needs to establish strategies

for communication that foster students in order to awaken them to their skills and

abilities and approach their process of learning with a view to reducing misbehavior.

As a result of the study, good communication skills strengthened the relationship

between students and teachers and indicated that good communication skills are not

only important for teachers but are also important for students, not just in terms of

academic success but also in terms of personal growth and progress. As a result of
 62

the study, successful communication abilities elevate the relationships between

students and teachers, highlighting that good communication skills are fundamental

for students not only in their academic achievement but also in their personal

development and progression.

In agreement with Gavoni (2015), effective communication is the easiest and

quickest approach for improving students' behavior. Communicating is a rather

proficient tool that could potentially be employed to avoid, initiate, prevent, increase,

and eliminate behavior. It is additionally thought that every interaction between

students and teachers progressively develops a relationship, which is an art of

effective communication.

Further, our third theme, prioritizing self-care, is empowering and important

for living a productive and fulfilling life despite challenges. As supported by the study

of Manian et al. et al. (2021), knowing teachers' behaviors involves understanding

the individuals they are, and examining their professional knowledge of oneself is

extremely important. However, there is a scarcity of published material on teacher

evaluation of oneself, emphasizing the necessity of knowing teachers' self-

understanding. It had been discovered that teachers characterize themselves as

"innovative and open to improvement" in their self-image. Aside from developments

in their professions, teachers mentioned that they made a conscious decision to

learn additional tools that they could potentially use in instructional activities,

particularly in information technology. Teachers indicate that they attempt to adapt to

innovation and prefer to work with school administrators who are receptive to

innovative teaching methods and strategies. Teachers' self-perception is how they

define themselves as teachers.

 63

One of the most difficult aspects of being a teacher is maintaining composure,

attention, and positivity while being relaxed and adaptable. The stressors that make

self-care difficult have intensified in recent years. As a result, according to the study,

reaching the end of the school year is a significant opportunity to reflect on best

practices for maintaining effectively, cognitively, physically, and emotionally.

Knowing wellness and how to care for oneself is just part of the work for teachers

since they spend so much of their time creating strong relationships with students

and knowing their mental and emotional health. Overall, instructors must prioritize

themselves rather than focusing just on their students' conditions (Roush, 2021).

Insights of Teachers on Dealing with Students’ Misbehavior. In

identifying the teachers’ insights regarding on dealing with students’ misbehavior, the

validated interview questions were utilized to gain relevant answers from interviews

and discussion. In particular, three essential themes emerged that shed light on the

inquiry regarding their viewpoints and insights on dealing with students’ misbehavior.

First, communication fosters behavior and growth the importance of

establishing good communication between educators and students can foster future

development and learning. The communication skills that students learn at school

are fully transferable and essential across all aspects of life, and it has been proven

that supportive teacher-student relationships have a positive impact on class

participation, engagement, and ultimately a student’s achievements. Communication

is the process where people exchange thoughts or ideas with one another (Hanifan,

2022). In this skill communication can foster in life of educator to students. In relation

to this, communication is crucial to build relationship that enable students to an

educator addressing subsequently an issue without at risk.

 64

Teachers want to help their students thrive in school and in life it is one of the

top-cited reasons for entering the teaching profession. But creating classroom

environments that inspire and sustain student motivation can be challenging. When

students experience failure or encounter learning or behavioral obstacles, they may

come to doubt themselves and showcasing their abilities. Communication can be

easily way to foster their behavior and growth (Heinz, 2015). In light of this, creating

sustainable motivation on students thru communicating can easily to help and

aspiring students to help in any obstacle to listen.

Moreover, our second theme significance of adaptability is a soft skill that

means you can easily adapt to changing circumstances. An adaptable person in the

workplace can keep up with shifting priorities, projects, students, and technology.

They are skilled at dealing with changes at work, be they process updates or their

work environment (Kaplan et al., 2023). In this regard, the view of teachers is to

significantly adapt the changes in students' behavior so that they have their own

methods to handle them.

Teachers play an important role in the education of students, and it is

important that they adapt to the changing needs of their students. In today's

classrooms, teachers are constantly retraining and adapting to different learning

styles and abilities, as well as constant changes in technology and curriculum. It is a

fact that flexibility in the classroom is essential for teachers to be successful in their

roles (Mirplay, 2019). To illustrate this, teachers are constantly performing their role

so that they can adapt their teaching strategies to improve different aspects of

learning with their students.

Further, our third theme positive approach in disciplining students, this

approach to management is more effective than employing punishment or rewards,

 65

as it empowers students to learn and adjust their actions in order to comply with

objectives in the classroom. It allows students to be understood and empathized

with. Rather than trying to control children's conduct, teachers should employ

positive correction to help students learn self-control and how to make good

decisions. In addition to assisting students in learning and future decision-making, it

has the potential to help teachers overcome all of the difficulties they encounter in

the classroom. However, practicing appropriate authority in the classroom not only

improves academic performance but also fosters respect for the instructor; fewer

disciplinary actions and expulsions are necessary, attendance increases, and fair

regulations are in place (Aken, 2016).

According to Stevens (2018), it is much more important for students to

develop intrinsic motivation than to rely on extrinsic motivators. In cases where

teachers give students a choice, they give them the ability to set goals and explore

their interests and curiosities, which is referred to as providing intrinsic motivation. It

is simple for the teacher to find a solution for an individual student, but students want

positive guidance from adults in order to establish appropriate behavior in all kinds of

situations, develop their independence, and make wise decisions. A child's self-

esteem can be strengthened by having this independence and numerous

opportunities to make wise decisions. Positive teaching strategies include giving

students the confidence to tackle their own challenges and turning them into

teaching opportunities. In relation to our findings, teachers strive to understand their

students more deeply. Teachers cope with students' misbehavior through empathy

and compassion, recognize their hardships, and help set goals for them. Their

comments imply that a teacher will find it simpler to decide when and how to react

next if they have a solid understanding of their students.

 66

Implications of the Study

Throughout this research, we discovered the lived experiences of teachers in

dealing with students' misbehavior and the hardships and difficulties they are facing

every day. Moreover, we also found out how they will cope with dealing with

students' misbehavior and their realizations and perceptions, which would provide

valuable insights into the practical challenges and strategies employed by educators.

Understanding teachers' real-world experiences can shed light on the complexity of

managing and addressing misbehavior in the classroom, and that’s why our study

differs from what previous studies found.

Our findings on teachers' perceptions of student misbehavior have important

implications for educational practice and policy. Firstly, understanding the subjective

nature of teachers' perceptions highlights the need for professional development

programs that promote self-reflection and awareness of biases. Teachers can benefit

from training that helps them recognize their own biases and develop a more

nuanced understanding of student behavior. This can lead to fairer and more

equitable treatment of students, ensuring that misbehavior is addressed effectively

while considering individual circumstances and underlying issues.

Secondly, the impact of teacher-student relationships on perceptions of

misbehavior underscores the significance of fostering positive and supportive

connections in the classroom. Schools and districts should prioritize strategies that

promote strong teacher-student relationships, such as implementing social-emotional

learning programs, providing mentoring opportunities, and encouraging open

communication. When teachers have positive relationships with their students, they

are more likely to approach misbehavior with empathy, seeking to understand the

underlying causes and provide appropriate support.

 67

Lastly, the implications of the findings extend to the broader school climate

and disciplinary practices. Recognizing the potential for misperceptions and biases,

schools should strive for consistent and transparent disciplinary policies that are

applied equitably. This requires ongoing dialogue and collaboration between

teachers, administrators, and support staff to ensure a shared understanding of

misbehavior and appropriate responses. Restorative justice practices can also be

implemented to shift the focus from punishment to repairing harm, promoting

understanding, and fostering a sense of responsibility among students.

Overall, the implications of these findings call for a holistic approach to

addressing student misbehavior, focusing on professional development, relationship-

building, and fair disciplinary practices. By understanding and addressing teachers'

perceptions, educational systems can create a more supportive and inclusive

environment that promotes positive behavior, enhances student well-being, and

maximizes learning outcomes.

Implications for Future Research

The findings of our study about teacher perceptions of students' misbehavior

can provide a strong rationale for future exploration of this topic. Firstly,

understanding how teachers perceive and interpret misbehavior can uncover

potential gaps or inconsistencies in their understanding and response to student

conduct. These findings can highlight the need for further research to delve into the

underlying factors that shape teachers' perceptions, such as their own beliefs,

experiences, and training. By examining these factors, future studies can contribute

to the development of more comprehensive frameworks or guidelines for teachers to

accurately identify and address misbehavior, leading to more effective classroom

management strategies.
 68

Secondly, the findings can also serve as a starting point for investigating the

impact of teacher perception on student outcomes. Understanding how teacher

perceptions of misbehavior may influence their instructional approaches, feedback,

and support systems is crucial for promoting positive student engagement and

academic success. By exploring the long-term effects of teacher perception on

students' motivation, self-esteem, and overall learning experience, future research

can inform the development of evidence-based interventions and professional

development programs for educators. This ongoing exploration can contribute to the

refinement of educational practices and policies that foster a nurturing and inclusive

environment, benefiting both students and teachers.

In as much as this study is limited only to the teachers from the junior high and

senior high school departments of Atty. Orlando S. Rimando National High School,

the following future research is recommended: First, since the findings of this study

cannot be generalized beyond the ten participants, future research may be

conducted on teachers with another group of participants in order to strengthen the

validity of the findings of this study.

Secondly, future researchers should explore the potential factors influencing

teachers' perceptions, such as teacher characteristics, school ambiance, and cultural

context. Investigating these factors can provide valuable insights into the diverse

factors that shape teachers' interpretations and responses to misbehavior.

Third, future researchers should explore teachers' perceptions of elementary

students' misbehavior. In that way, we could learn about how elementary teachers

perceive misbehavior in their students and their experiences in handling it to

strengthen the validity of the findings of this study. By implementing these future

recommendations, researchers can contribute to a deeper understanding of

 69

teachers' perceptions of student misbehavior and support the development of

evidence-based strategies that promote positive classroom environments, student

well-being, and academic success.

Concluding Remarks

As researchers, we discovered that understanding teachers' perceptions of

students’ misbehavior is crucial for promoting positive student-teacher relationships

and creating supportive learning environments. Teachers' perceptions can

significantly impact how they respond to misbehavior, which can either exacerbate or

effectively address the underlying issues contributing to the misbehavior. Moreover,

fostering positive teacher-student relationships emerges as a key strategy for

promoting understanding, addressing misbehavior effectively, and creating a

conducive learning environment.

Teachers often face various difficulties when dealing with students'

misbehavior. One challenge is the sheer diversity of behaviors they encounter,

ranging from minor disruptions to more serious incidents. Teachers may find it

difficult to address each behavior effectively while maintaining a positive learning

environment. Additionally, managing misbehavior requires a balance between

enforcing discipline and fostering a supportive classroom climate. It can be

challenging to navigate the individual needs and backgrounds of students while

setting consistent boundaries. These challenges highlight the need for ongoing

professional development, collaborative support systems, and a comprehensive

approach to effectively address students' misbehavior.

 70

Furthermore, our research discovered the coping mechanisms of teachers

with students' misbehavior. Some found solace by prioritizing their self-care while

addressing students' misbehavior, and some employed strategies and developed

effective communication to build a good learning environment in class and

relationships with students. Based on our findings, teachers need to develop coping

mechanisms when dealing with students' misbehavior to ensure their own well-being

and to effectively address and manage the challenging situations that arise in the

classroom.

The insights gained from our study can provide valuable perspectives on the

challenges they face in the classroom. Teachers often have firsthand experiences

and observations of different types of misbehavior, allowing them to identify patterns,

triggers, and underlying causes. Teachers' insights also contribute to the

development of effective strategies and interventions to address misbehavior, as

they can provide valuable input on what has worked well in their experience and

what has not. Furthermore, teachers' insights shed light on the importance of

fostering positive teacher-student relationships, promoting clear expectations, and

creating a supportive classroom climate to prevent and address misbehavior

effectively. Their perspectives are crucial in shaping educational policies, programs,

and practices that promote a safe and conducive learning environment for all

students.

We, as researchers, realized based on the results of our study the importance

of knowing the perceptions of teachers, as it helps in crafting policy, training, and

support systems that aim to create nurturing, equitable, and effective learning

environments for all students. Recognizing the complexities of teachers' perceptions

can help inform strategies for professional development, cultural sensitivity training,
 71

and the creation of inclusive and supportive learning environments that effectively

address and prevent misbehavior.

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