†Teachers’ Perspectives on Addressing Student Misbehavior in the Classroomâ€

This study explored on the teachers’ beliefs and responses towards student misbehavior in their classrooms at Old Damulog National High School, Bukidnon, Philippines. A qualitative narrative inquiry design was used to examine the circumstances that the teachers faced, their approach to addressing student misbehavior, and those tools and recommendations they offer based on their experiences. Semi-structured interviews collected data from eight participating teachers who were purposefully selected to capture a range of grade levels and teaching experience. Thematic analysis was used to understand the data collected and to pinpoint themes and patterns across participant narratives. Results revealed the challenges teachers face in dealing with student misbehavior and each of social relationships. These challenges for teachers consist of students who misbehave repeatedly, students who are not serious about the consequences of misbehavior, and the difficulty of balancing punitive measures of authority with a relationship-building approach. This study attempts to make visible suggestions on student misbehavior in classrooms to inform practice and professional learning experiences.