Abstract
Elementary education provides the foundation for lifelong learning and development, but it is also a stage where behavioral problems commonly emerge, disrupting the teaching and learning process. This study explored the behavioral challenges encountered by elementary teachers, the management strategies they applied, and the approaches that can be adopted to improve classroom dynamics. Using a qualitative design through interviews with teachers from Son-Shine Learning Center, the study employed thematic analysis to interpret the data. Findings revealed that teachers frequently encountered behavioral challenges such as attention-seeking, impulsivity, difficulty in task attention, emotional regulation, lack of respect for authority, and peer interaction issues. To address these problems, teachers employed strategies such as assertive management, business-academic structures, behavior modification, group managerial methods, and acceptance and success-oriented approaches. The results highlighted that teachers leaned heavily on positive reinforcement, rules and expectations, group learning, and empathy in responding to behavioral issues. However, consistent training, parental involvement, and a supportive school environment were identified as necessary for sustaining effective classroom management. The study concludes that behavioral problems are both developmental and contextual in nature, requiring a holistic, inclusive, and culturally relevant approach. Implications point to the integration of social-emotional learning, professional development, and collaborative engagement among stakeholders in addressing classroom behavior challenges.
Keywords: behavioral problems, classroom management, elementary education, qualitative study
Introduction
Elementary education is a vital stage in human development, serving as the bedrock of future academic, social, and emotional growth. However, it is also during these formative years that pupils exhibit diverse behavioral challenges which hinder learning outcomes, disrupt instruction, and strain teacher-student relationships. UNESCO (2020, 2024) emphasizes that effective classroom management, together with inclusive teaching practices, plays a pivotal role in ensuring safe and supportive learning environments. If these behavioral issues are left unaddressed, they negatively affect not only pupils’ academic performance but also their emotional stability, peer relationships, and long-term adjustment.
Several factors contribute to behavioral difficulties among children. These include family background, socioeconomic status, peer influence, and school climate (Kumari & Yadav, 2024; Finch et al., 2023). Teachers often find themselves balancing the demands of instruction with the challenges of discipline, often losing valuable teaching time while attending to disruptions. The National Council on Teacher Quality (2020) has noted that many educators feel underprepared for handling student misbehavior, resulting in stress, burnout, and diminished teaching effectiveness.
Mental health is another key factor influencing classroom behavior. According to the National Institute of Mental Health (2020), one in five children is affected by a mental health condition that hampers school functioning. Social-emotional learning (SEL) interventions have been identified as critical in promoting emotional regulation, resilience, and empathy in children (Suhrheinrich et al., 2019). Among the most common problems identified are inattentiveness, absenteeism, bullying, impulsivity, and defiance (Oestar & Oestar, 2022). Addressing these concerns requires proactive and positive discipline approaches rather than punitive actions.
The Philippine context also presents unique challenges. Teachers contend with overcrowded classrooms, limited resources, and systemic barriers. The implementation of the K-12 curriculum, while progressive, has heightened workload demands and exposed gaps in teacher preparedness (Mohammad, 2024). In response, the Department of Education has adopted the Filipino Social and Emotional Learning (SEL) framework and introduced the Basic Educational Mental Health and Well-Being Promotion Act (2024), both of which aim to build emotional resilience and positive school climates.
Given these realities, this study sought to identify the behavioral problems experienced by elementary teachers, describe the management strategies they employ, and explore classroom management approaches that could be more effectively adopted.
Methodology
The study utilized a qualitative research design, which provided deeper insights into the lived experiences of teachers. Teachers from Son-Shine Learning Center were purposively selected and interviewed using a semi-structured guide. This method ensured that participants could freely articulate their observations and experiences while still aligning responses with the research questions. The interview guide included open-ended questions about the types of behavioral problems encountered, the management strategies applied, and the classroom management approaches teachers believed to be effective.
Data collection involved obtaining permission from the school administration and securing informed consent from participants. Confidentiality and anonymity were maintained throughout the process. Responses were analyzed using thematic analysis, following Clarke and Braun (2023), to identify recurring themes and patterns across teacher narratives.
Results and Discussions
The findings reveal that teachers face multiple behavioral problems among elementary pupils. These include attention-seeking behaviors, impulsivity, emotional difficulties, lack of respect for authority, and peer interaction issues. Each problem carries distinct challenges, requiring teachers to adapt their approaches accordingly.
Teachers identified attention-seeking behavior as one of the most prevalent issues. This manifests in students disrupting classes, seeking validation, or attempting to draw notice from both peers and teachers. Teacher F remarked that pupils often “papansin ed eskwelaan karkaro no adi panpansinen din kaeskwelaan ya maestra na,” describing how students become disruptive when ignored. Dreikurs (1968) explains this through the mistaken goals theory, suggesting that children misbehave to gain significance. Smith et al. (2021) corroborate this, linking attention-seeking with insecure attachment and emotional neglect. Teacher D reinforced this by noting that students often appear disengaged unless they are constantly noticed, confirming how unmet emotional needs spill into academic contexts.
Another recurring issue was impulsivity. Teachers described children as noisy, restless, and quick to act without reflection. Teacher D observed that “sometimes, students are the troublemaker in school,” while Teacher E noted how students speak freely without considering appropriateness. Emmer and Sabornie (2014) emphasize that impulsive speech and movement can derail lessons if not properly guided. Similarly, Wentzel (1997) and McCoy (2014) highlight the role of social relationships in reinforcing impulsivity, as students seek peer approval through attention-grabbing behaviors. Mowlem et al. (2019) further argue that impulsivity is connected to executive functioning difficulties, which limit children’s ability to regulate responses to external stimuli.
Emotional difficulties were also a significant concern. Pupils often struggled to articulate their feelings or lacked confidence to express themselves. Teacher F shared that “they have difficulty in speaking one’s mind,” reflecting Brookfield’s (2017) observation that children often fear judgment in academic contexts. Durlak et al. (2011) show that SEL programs effectively reduce anxiety and improve self-confidence, demonstrating the importance of integrating emotional skill-building into classrooms.
Disrespect for authority surfaced as another challenge, with students engaging in arguments with teachers or peers. Teacher E shared that “students are arguing with their classmates and teachers.” This behavior is consistent with Piaget’s developmental theory, which suggests that as children mature, they increasingly question rules and assert independence. Woolfolk (2009) explains that such arguments, though disruptive, are often exploratory attempts to assert identity and autonomy.
Peer interaction problems were also noted. Teacher G explained that disputes arose when students refused to share toys, causing misunderstandings. Caprara et al. (2014) confirm that lack of prosocial skills such as sharing and empathy leads to social conflict, while early interventions can foster cooperation and academic success.
To address these behavioral problems, teachers employed a range of classroom management strategies. Acceptance approaches were particularly emphasized, with teachers advocating kindness, empathy, and understanding. Teacher E encouraged paying attention to pupils’ needs, while Teacher A emphasized disciplining with love. This reflects Jennings and Greenberg’s (2009) findings that teachers’ emotional competence fosters nurturing classroom climates.
The business-academic approach was another widely used method. Teachers described applying collaborative games, interactive activities, and positive reinforcement. Teacher F highlighted the use of educational games, while Teacher C noted the value of reinforcement. Jensen et al. (2024) found that positive reinforcement significantly increased engagement among elementary learners, supporting the teachers’ accounts.
Assertive approaches were also reported. Teachers outlined clear rules and expectations at the start of classes, reinforced with calm and professional explanations. This aligns with Canter and Canter’s (1992) Assertive Discipline Model, which stresses clear communication, consistent consequences, and teacher authority as foundations for order. Wolk (2018) further emphasized the importance of modeling desired behaviors, as students often mirror teachers’ actions.
Behavior modification techniques were also applied, particularly through reward systems such as stars and privileges. Teacher A used star rewards, while Teacher B stressed the importance of understanding pupils’ backgrounds to address root causes of behavior. The Harvard Graduate School of Education (2024) reinforces that cultural responsiveness enhances student engagement and emotional well-being.
Group managerial approaches were likewise evident, with teachers promoting peer teaching, group discussions, and collaborative learning. Teacher C incorporated peer instruction, while Teacher D utilized group discussions. Mazur (2021) and Student Study Corner (2024) both emphasize that group activities build interpersonal skills, comprehension, and motivation.
Teachers applied success-oriented approaches, focusing on redirecting inappropriate behaviors rather than punishing them. Teacher B noted that guiding students toward appropriate behavior minimized disruptions. The Educational Hub (2023) affirms that neutral redirection prevents escalation and supports compliance.
The findings demonstrate that teachers employ a blended set of approaches, shaped by both immediate needs and broader pedagogical philosophies. However, their effectiveness depends on consistency, empathy, and contextual adaptation.
Conclusions
The study concludes that behavioral problems such as attention-seeking, impulsivity, emotional difficulties, disrespect for authority, and peer interaction issues are common in elementary classrooms and impact teaching and learning. Teachers address these challenges using a variety of management approaches including acceptance, business-academic, assertive, behavior modification, group managerial, and success strategies. These approaches reflect a balance between structure and empathy, rules and relationships.
However, the findings also reveal that classroom management is not solely dependent on teachers’ strategies. It is equally shaped by pupils’ developmental needs, family contexts, and school environments. Sustained improvements in classroom behavior require professional development for teachers, stronger parental engagement, culturally responsive teaching, and systemic support from educational institutions. The study shows the importance of holistic approaches that integrate social, emotional, and academic dimensions in addressing behavioral problems among elementary pupils.
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DOI 10.5281/zenodo.17283776
