LIVED EXPERIENCES OF KINDERGARTEN TEACHERS IN MANAGING LEARNERS' BEHAVIOR

Abstract

This study examined the lived experiences of kindergarten teachers in managing pupils' behavior in District 10, Ozamiz City Division during the School Year 2025-2026. It aimed to identify common behavioral challenges encountered in kindergarten classrooms, the strategies teachers use to manage these behaviors, their coping mechanisms, and their recommendations for effective behavior management. A qualitative phenomenological research design was employed to capture teachers' firsthand experiences and perspectives. Data were gathered through in-depth, semi-structured interviews with purposively selected kindergarten teachers and analyzed using thematic analysis following the framework of Braun and Clarke. Findings revealed that teachers commonly face challenges such as inattention, hyperactivity, emotional dysregulation, social difficulties, and problems with classroom routines and transitions. Teachers addressed these concerns through preventive classroom management, calm and immediate interventions, and the integration of social-emotional learning. Coping mechanisms included patience, reflective practice, professional commitment, and support from colleagues and school leaders. The study highlights the importance of collaboration, continuous professional development, and adequate resources in promoting positive behavior management in kindergarten classrooms.