Exploring the Experiences of Senior High School Teachers in Preventing Student Tardiness in the Classroom: A Phenomenological Study

Abstract

This study explored the experiences of senior high school teachers in preventing student tardiness in the classroom. Using a qualitative phenomenological approach, the study focuses on understanding the challenges teachers encounter and the strategies they implement to address student tardiness in maintaining an effective classroom environment. The study involved 15 teachers from a Catholic private school in Tagum City, Davao del Norte, Philippines. A total of 15 participants took part in the study through purposive sampling. The data were gathered through In-depth interviews and focus group discussions and analyzed through thematic analysis. The findings revealed that student tardiness disrupts classroom flow and affects teachers’ instructional time and classroom management. However, teachers develop various strategies such as setting clear classroom rules, monitoring attendance via logbooks and parents' group chat, and understanding the student situation to minimize tardiness and maintain an organized learning environment. The study highlights the importance of consistent classroom policies, collaboration with parents, and supportive school practices in addressing student tardiness. The findings provide valuable insights for educators, school administrators, and policymakers in improving strategies to reduce tardiness and promote a more conducive learning environment for students.