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| Autor/in | Bojos, Mearry Jane T. |
|---|---|
| Titel | Braving the Storm: A Hermeneutic Phenomenological Study on Teachers in Class Management |
| Quelle | 23 (2023), (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0656-6483 |
| Schlagwörter | Hermeneutics; Phenomenology; Classroom Techniques; Secondary School Teachers; Student Behavior; Teacher Student Relationship; Job Satisfaction; Teacher Attitudes; Positive Attitudes; Stress Variables |
| Abstract | Teachers in managing their class has always something to recount about their positive and negative experiences that usually occurred in the classroom. These positive and negative experiences affected the holistic disposition of teachers thus, in every small group discussion -- both formal and informal, their predicaments regarding their experiences on class management were the primary topic. For this reason, this hermeneutic phenomenological qualitative study focuses on the experiences of the teachers and reflect upon the lived experiences of teachers in class management. This study utilized the criterion sampling where ten participants were selected from the teachers of Grade 7 to Grade 10. The data were gathered using semi-structured interview and were analyzed using the Interpretative Phenomenological Analysis. The findings of this study demonstrated that teachers were bombarded with problems which cause them to lose their patience. These problems were on the behavior of the students. However, teachers recognized their role in the classroom and provided insightful innovation on combatting the problematic behavior of the students. Considering the management strategy and the personality of the teacher, they were able to realize that even if teaching is a tedious and arduous profession, teachers were still grateful because of their inspiration imparted, happy memories collected, and self-development gained from a fruitful experience in class management. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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