Grace Under Pressure: The Resilient Journeys of Selected Elementary Teachers in Classroom Management

Abstract

Elementary teachers face daily challenges in handling diverse learners, behavioral issues, and classroom demands, requiring resilience to maintain an effective learning environment. This study explored the lived experiences of selected elementary teachers of Felipe R. Verallo Memorial Foundation Inc. and how they demonstrate resilience in classroom management. The research employed a phenomenological design, using structured interviews, observation, and Giorgi’s method of analysis to capture and interpret the teachers’ experiences. Findings revealed that teachers show resilience through patience, flexibility, emotional regulation, and continuous adjustment of teaching strategies. Internal traits such as optimism and perseverance, together with external support from colleagues, administrators, and family, strengthened their ability to cope with classroom challenges. Teachers also used coping practices such as pausing, deep breathing, reflection, prayer, rest, and occasional social interaction. Despite issues such as misbehavior, diverse learning needs, and limited resources, teachers remained committed to providing a positive classroom environment. Based on the results, a proposed set of classroom management practices was developed to support resilient teaching.