Challenges Encounter by Teachers in Classroom Management During Project Aral Implementation and Their Coping Strategies in San Isidro Elementary School, San Vicente San Lorenzo Ruiz District, Division of Camarines Norte

The educational system’s capacity for reform was anchored on its ability to strengthen teacher support mechanisms and enhance instructional resilience through comprehensive coping and classroom management strategies. The initiative aimed to strengthen learning recovery and academic performance among learners who had experienced disruptions due to the COVID-19 pandemic and other schooling interruptions. As schools in the Philippines resumed face-to-face classes and remedial programs, teachers played a crucial role in ensuring the success of Project Aral by delivering targeted instruction, monitoring student progress, and maintaining an environment conducive to accelerated learning. This study aimed to determine the challenges teachers encountered in classroom management during Project Aral implementation and the coping strategies they used at San Isidro Elementary School, San Vicente, San Lorenzo Ruiz District, Division of Camarines Norte. This study employed a descriptive-quantitative research design, which focuses on observing, describing, and analyzing numerical data related to specific variables. Based on the study's findings, it can be concluded that teachers at San Isidro Elementary School demonstrated remarkable dedication, flexibility, and professionalism in managing their classrooms throughout the implementation of Project Aral. This study recommends that teachers strengthen classroom management practices and coping strategies during the implementation of Project Aral. Lastly, conduct regular training and seminars on classroom management techniques to address challenges with establishing rules and maintaining student discipline.