Teachers' Strategies in Managing Students Misbehavior in the Classroom in Dumanjug District I

This study investigated common types of student misbehavior and the strategies teachers use to manage such behaviors in Dumanjug District I. The research was conducted in three public elementary schools using a descriptive-correlational design and involved 33 teacher-respondents. Structured questionnaires collected data on teachers’ demographic profiles, perceived causes of misbehavior, frequency of disruptive behaviors, and effectiveness of intervention strategies. The study found that the most frequent misbehaviors were talking out of turn (WM = 4.30), getting out of seat without permission (WM = 4.21), and making unnecessary noise (WM = 4.00). The top contributing factors were: (1) parents who do not instill pro-school values (WM = 3.84), (2) students lacking self-discipline (WM = 3.48), and (3) emotional or behavioral difficulties (WM = 3.30). Teachers employed nine highly rated strategies, with the most effective being: (1) establishing clear classroom rules (WM = 3.96), (2) counseling students after class (WM = 3.93), and (3) issuing firm post-lesson warnings (WM = 3.93). Pearson correlation analysis revealed significant moderate positive correlations between the identified factors and student misbehavior: lack of pro-school values (r = 0.379, p = 0.03), emotional/behavioral difficulties (r = 0.435, p = 0.01), and lack of self-discipline (r = 0.350, p = 0.04). The study concludes that managing student misbehavior requires consistency, empathy, and assertiveness. It recommends strengthening home-school collaboration and providing professional development in behavior management to foster supportive classroom environments.