Author
Bryan A. Campus
University of the Immaculate Conception
Davao City, Philippines
Email: bcampus_240000000987@uic.edu.ph
Abstract
This qualitative study employed phenomenology to explore and understand the lived experiences of science teachers on classroom management in an inclusive education in General Santos City Division, General Santos City, Philippines. A validated interview guide was utilized to gather data in this study. Purposive sampling was used to identify participants for the in-depth interview and for the focus group discussion. The data were analyzed using the phenomenological method of Colaizzi. Results revealed four essential themes under the lived experiences of the science teachers as regards classroom management such as structured flexibility, effectiveness of inclusive classroom management strategies, disruptive behavior management challenges and structural and environmental constraints in the classroom. The themes generated regarding the coping mechanisms of the teachers were instructional and behavioral strategies, emotional regulation, and well-being of teachers, and institutional support. As regards insights shared to the academe and the community, the themes extracted were instructional innovation and deepened sense of fulfillment.
Keywords: Classroom management, education, inclusive education, lived experiences, phenomenology, science teachers, Philippines.
DOI: http://doi.org/10.69651/PIJHSS0501843
Recommended citation:
Campus, B. A. (2026). Exploring the lived experiences of science teachers on classroom management in an inclusive education in General Santos City. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9511-9523. http://doi.org/10.69651/PIJHSS0501843
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