Inside the Classroom Walls: Lived Experiences of Secondary Teachers in Imposing Classroom Discipline in Light of Child Protection Policy

This study aimed to explore the experiences of teachers in imposing classroom discipline in light of child protection policy. The researcher also identified the challenges and coping mechanisms when implementing the policy. The research employed qualitative research methods using phenomenological approach. The participants of the study were fourteen teachers who are bona fide high school teacher of Sagayen National High School. Based on the findings, the researcher found that the participants had to be flexible in challenges and changes. It was revealed that teachers were facing parental resistance and lack of support from parents. However, it was also revealed that teachers were adjusting their disciplinary methods to comply with the mandates of the child protection policy. Some of the participants answered that in imposing classroom discipline in light of child protection policy, they must explore diverse resources for guidance, wisdom and support, implement reinforcement and constructive feedback, stay calm and focused, and seek assistance and guidance from colleagues. Moreover, this is a phenomenological study in which elicitation techniques were examined and explored. Nonetheless, reflecting on the process and techniques used in the utilization of abstract here can help to operationalize them in the future use.