This study examined the behavioral problems encountered by teachers in elementary schools and the classroom management approaches employed to address them. Using a qualitative descriptive design, interviews were conducted with selected teachers to gather firsthand insights into pupil behavior and management strategies. Findings revealed a variety of behavioral problems, including impulsivity, poor work habits and study skills, lack of responsibility, inattention to tasks, disrespect for authority, negative peer interactions, and attention-seeking tendencies. Impulsivity was identified as the most frequent and disruptive. Teachers employed various classroom management approaches such as the assertive approach, business-academic approach, behavioral modification, group managerial approach, group guidance, and acceptance approach. Literature corroborated that these strategies, when consistently applied, promote discipline, responsibility, and a positive learning environment. The study highlights the importance of combining structure, empathy, and learner-centered interventions to effectively manage classroom behavior and foster holistic development among elementary pupils.
Keywords: classroom management, behavioral problems, elementary pupils, discipline, teaching strategies
Elementary classrooms serve as the foundation for shaping pupils’ academic and social development. However, managing behavioral issues remains a critical challenge that affects both teaching effectiveness and learning outcomes. Disruptive behaviors such as impulsivity, inattentiveness, and poor study habits not only impede classroom order but also hinder academic progress. Teachers are therefore tasked with balancing instruction while maintaining discipline and ensuring that pupils are guided toward responsible behavior.
Behavioral problems in classrooms are not isolated incidents but part of broader developmental, social, and environmental influences. Pupils’ tendencies toward impulsivity, disorganization, or lack of respect for authority often reflect both individual differences and contextual factors such as family support, peer influence, and school culture. Prior studies (e.g., Chen et al., 2021; Alakashee et al., 2022) consistently highlight the disruptive nature of impulsivity and poor work habits, featuring the need for effective management.
Classroom management is widely recognized as a cornerstone of effective teaching. Approaches such as assertive discipline, behavioral modification, and group-based strategies have long been emphasized in research (Yazdi, Ghanizadeh, & Mousavi, 2019; Kochis, 2021). In the Philippine context, where classrooms often accommodate large numbers of learners, teachers employ multiple strategies to maintain order, integrate values, and engage learners. This study contributes to existing literature by exploring the specific behavioral problems observed in elementary schools and the classroom management approaches teachers use to address them.
This study employed a qualitative descriptive design, focusing on teachers’ lived experiences in managing classroom behavior. Semi-structured interviews were conducted with six elementary teachers selected through purposive sampling. Teachers were asked to describe the behavioral problems they encounter among pupils, provide examples of incidents, and explain the strategies they apply in managing such behaviors.
Data were transcribed, thematically coded, and organized into categories representing (1) types of behavioral problems and (2) management approaches employed. Triangulation with existing literature was conducted to corroborate findings. Ethical considerations, including informed consent and anonymity of participants, were observed throughout the research process.
Behavioral Problems Encountered by Teachers
Teachers identified several behavioral problems among elementary pupils: impulsivity, poor work habits and study skills, lack of responsibility for behavior, task inattention, disrespect for authority, peer-related issues, and attention-seeking behavior.
Impulsivity was the most prevalent, manifesting in talking out of turn, roaming the classroom, making noises, and engaging in unrelated activities. These behaviors disrupted lessons and delayed task completion. Similar findings by Chen et al. (2021) confirm that impulsivity is strongly correlated with classroom disruptions.
Poor work habits and study skills were also observed. Pupils often skipped reading instructions, neglected note-taking, rushed through tasks, and displayed poor hygiene. Alakashee et al. (2022) similarly emphasized that weak study skills and lack of preparation negatively affect learning, calling for stronger home–school collaboration.
Lack of responsibility for behavior was evident in dishonesty, cheating, and taking belongings without permission. This reflects deeper issues of integrity and accountability, echoing Nelson-Simley (2020), who underscored the importance of fostering honesty in classroom culture.
Task inattention and tardiness were common, with pupils arriving late, missing routines, or engaging in non-academic tasks. This supports Godwin (2016), who noted that elementary learners often struggle with focus, and Adegunju et al. (2019), who linked tardiness to declining academic performance.
Disrespect for authority was another concern, observed through backtalk, lying, and inappropriate language. Koleosho and Aguilar (2023) highlighted that disrespect toward teachers erodes learning environments, requiring targeted interventions.
Peer-related problems included name-calling, teasing, and fights over belongings. Jan (2015) observed that poor peer interactions reduce classroom harmony, emphasizing empathy and conflict resolution.
Lastly, attention-seeking behaviors were reported, ranging from noisy disruptions to quiet withdrawal. Banks (2022) explained that such behaviors stem from unmet emotional needs for validation and belonging.
Classroom Management Approaches Applied by Teachers
Teachers employed a variety of strategies to address these behavioral issues, often blending methods depending on context.
The assertive approach emphasized clear rules, consistent enforcement, and consequences for misbehavior. Yazdi, Ghanizadeh, & Mousavi (2019) confirmed that assertive classroom management fosters predictability and engagement.
The business-academic approach utilized ICT, interactive games, and structured learning tasks to sustain pupils’ interest. Nguyen et al. (2022) found that digital and interactive activities significantly improve learner motivation and reduce behavioral disruptions.
The behavioral modification approach used reinforcement techniques such as stars, candies, or points to encourage good behavior and punish negative actions. Vinney (2024) emphasized the ethical application of reinforcement and punishment for effective results.
The group managerial approach involved cooperative learning, group tasks, and shared responsibilities. Kochis (2021) highlighted that group work fosters accountability, teamwork, and reduced misbehavior.
The group guidance approach focused on counseling, reflection, and advice to help pupils learn from mistakes. Amina et al. (2021) stressed that group guidance builds resilience, problem-solving skills, and positive values.
Finally, the acceptance approach encouraged empathy, patience, and understanding. Teachers emphasized guiding rather than punishing pupils, addressing root causes of misbehavior. This aligns with learner-centered practices that emphasize emotional support alongside discipline.
This study revealed that elementary pupils exhibit a range of behavioral problems, with impulsivity, poor study habits, and task inattention being the most prevalent. Teachers respond through diverse classroom management approaches, including assertive discipline, behavioral modification, and group-based strategies. Literature confirms that these approaches, when implemented consistently and empathetically, contribute to a positive learning environment and holistic pupil development.
The study shows the importance of balancing structure and empathy in classroom management. Teachers not only maintain discipline but also serve as role models and guides in shaping learners’ values and behavior. Effective classroom management, therefore, is not merely about controlling misbehavior but fostering a safe, supportive, and engaging environment where every pupil can thrive academically and socially.
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DOI 10.5281/zenodo.17271452
