Abstract

This research studies the lived experiences of secondary teachers in managing challenging behaviors exhibited by students within the classroom in Mercedes District, Camarines Norte. Challenging behaviors, encompassing defiance, aggression, and disruptions, pose significant obstacles to the learning environment, impacting both teachers and students. This study is anchored on qualitative research design, specifically utilizing phenomenological inquiry. After a thorough analysis of the responses provided by the participants, the researchers were able to determine three (3) recurring themes of the various challenging behaviors that teachers encounter in the classroom; Struggle to cheer you up (Challenges in communication), Struggle to teach you up (Resistance to instruction and academic engagement) and, Struggle to guide you up (Disruptive and aggressive behaviors). This also discovered the strategies that teachers employ to address and manage said challenging behaviors such as promoting positive reinforcement, observing, listening, establishing a trusting relationship, and identifying, and maintaining a balance of empathy and firmness. The findings ended with a concrete recommendation to establish comprehensive educational support for teachers to help them address and remedy challenging behaviors with the most effective measures that resonate most effectively with students.