A Quiet Storm: The Challenges of Teachers in Classroom Management with Emergent Readers

The purpose of this phenomenological study was to explore the experiences of teachers managing emergent readers in the classroom. This study utilized a qualitative research design, specifically focusing on a phenomenological approach. The participants in this study, who underwent one-on-one interviews, were 10 teachers from Maitum II District, Division of Sarangani, employing purposive sampling. In terms of the challenges faced by the teachers, six key themes emerged: Behavioral Issues Exhibited by Emergent Readers, Diverse Learning Needs, Lack of Adequate Resources, Teacher Burnout and Emotional Strain, Lack of Training and Support for Teachers, and Increasing Diversity of the Classroom. These challenges reflect the multifaceted difficulties teachers encounter while managing emergent readers in diverse and resource-limited environments. As for the coping mechanisms, five themes were identified that highlighted the strategies teachers used to manage these challenges: Managing Behavioral Challenges, Addressing Diverse Learner Needs, Overcoming Resource Constraints, Coping with Teacher Burnout, and Commitment to Professional Growth. These coping strategies are essential in helping teachers navigate the complexities of their roles while maintaining a productive and supportive classroom environment. Regarding the insights shared by the teachers, six themes emerged that provided valuable reflections on effective teaching practices: Effective Classroom Management, Establishing Clear Expectations, Relationship Building, Use of Technology, Continuous Professional Development, and Peer Collaboration and Support. These insights demonstrate the importance of continuous growth, collaboration, and adaptability in managing classrooms with emergent readers.