WALKING IN THEIR SHOES: A PHENOMENOLOGICAL STUDY OF THE LIVED EXPERIENCES OF TEACHERS MANAGING STUDENTS WITH DISRUPTIVE BEHAVIOR

Abstract

This study focuses primarily on the lived experiences of secondary education teachers who work with students exhibiting disruptive behavior. The research employs a qualitative phenomenological approach, utilizing semi-structured in-depth interviews with a sample of five teachers from a secondary school in Barangay Sigaboy who are responsible for managing students with disruptive conduct. The selection of participants was done through purposive sampling. Thematic analysis was employed to evaluate the data, which facilitated the identification of key statements pertaining to the challenges, coping methods, and insights of secondary teachers in managing disruptive conduct exhibited by their students. Upon deliberation, 2 general themes surfaced breaking into 2 subthemes of each result. The results have shown that the first theme: learner’s background have described the types of learners and the reason for disruptions. It is evident that secondary teachers experience varied learners that disrupts the learning process and carries different reason of disruptions. The second theme: academic background exposed the teachers’ emotional attachments and strategies in the disruptive behavior. This study describes the lived experiences of 5 secondary teachers in the journey of educating young adults. KEYWORDS: Secondary Teachers, Disruptive Behavior, Lived Experience