Students’ Classroom Misbehavior: A Phenomenological Study based on

Teachers’ Perceptions

A Research Proposal
Presented to the
Senior High School Department

In Partial Fulfillment
of the Requirements for the subject
Practical Research 1

By

Aberca, Ralph Adrian,

Adlawan, Henz,

Aragona, Renzlie,

Dela Torre, Esmeraldo, A.

Galvez, Jay,

Nerosa, Neca Joy, C.

Tambuto, Maisarah, S.

Villegas, Nelbien,

January 2026
 Chapter 1

The Problem and Its Background

Introduction

Classroom misbehavior remains one of the most persistent challenges

teachers face in creating an effective and conducive learning environment.

Students' disruptive actions whether minor distractions or more serious

behavioral issue can significantly hinder instructional flow and affect both

teaching and learning outcomes. Understanding these behaviors from the

perspective of those who directly experience and manage them is essential. This

phenomenological study explores teachers lived experiences and perceptions of

classroom misbehavior, aiming to describe how they interpret, respond to, and

are impacted by these behaviors. By focusing on teachers' viewpoints, the study

seeks to provide deeper insight into the nature of student misbehavior, its

common forms, and its implications for classroom dynamics and overall

educational practice.

Globally, classroom misbehavior has been identified as a common issue

affecting teachers in various countries, regardless of educational system or

cultural background. Studies conducted in the United States, United Kingdom,

and Australia reveal that teachers frequently encounter disruptive behaviors such

as talking out of turn, lack of attention, and defiance, which negatively influence

classroom order and instructional effectiveness ( Emmer and Sabornie ,2015). In

the United States, for instance reported that student misbehavior is one of the

leading causes of teacher stress and burnout.

 In the Philippines, classroom misbehavior remains a common concern for

teachers at various educational levels. Recent studies conducted in Philippine

schools report that behaviors like talking out of turn, inattentiveness, and

noncompliance are frequently observed by educators and are perceived as

impediments to effective teaching and learning. One local qualitative study

exploring teachers’ perspectives on classroom management described how

teachers encounter repeated instances of disruptive student behavior and must

balance disciplinary actions with relationship building to maintain productive

learning environments.

At the local level, this study focuses on teachers from selected public

secondary schools in Davao City, Philippines. Davao City, one of the largest

urban centers in Mindanao, has a diverse student population with varying socio-

economic and cultural backgrounds. Teachers in this locality often face

challenges related to classroom misbehavior, including inattentiveness, disruptive

talking, and lack of compliance with classroom rules, which affect the smooth

delivery of lessons. Local school reports and previous small-scale studies in

Davao City indicate that teachers must balance discipline with empathy,

particularly in classrooms with large class sizes and diverse learner needs

(Bautista, 2020). By exploring the lived experiences of teachers in Davao City,

this study aims to capture context-specific insights that may help school

administrators and policymakers develop localized strategies to address

classroom misbehavior effectively.

 Although many studies discuss classroom misbehavior globally and, in the

Philippines, few explore it from the teachers lived experiences, especially in

Davao City. Most research focuses on types of misbehavior or management

strategies but does not examine how teachers personally experience, interpret,

and respond to these behaviors. This study addresses this gap by using a

phenomenological approach to give teachers a voice and provide insights for

better classroom management and support.

Purpose of the Study

The purpose of this study is to explore and understand the lived

experiences and perceptions of teachers regarding students’ classroom

misbehavior. Specifically, the study aims to describe how teachers interpret,

respond to, and are affected by various forms of student misbehavior in the

classroom. By using a phenomenological approach, the study seeks to provide

deeper insight into the meaning and impact of classroom misbehavior from the

teachers’ perspective, which can inform strategies for effective classroom

management and support for educators in similar contexts.

Research Questions

This Phenomenological study aims to explore and describe teachers lived

experiences and perceptions of students’ misbehavior in the classroom. To guide

the inquiry, the following research questions are formulated:

1. How do teachers describe their experiences with students’ classroom

misbehavior?
 2. What types of classroom misbehavior do teachers commonly encounter,

and how do they interpret the causes?

3. How do teachers respond to classroom misbehavior, and how does it

affect their professional and personal experiences?

Theoretical Lens

This study is anchored on Phenomenology (Moustakas, 1994), a

qualitative research approach that focuses on understanding the lived

experiences of individuals from their own perspectives. Phenomenology seeks to

explore the essence of human experiences, emphasizing how participants

interpret and make meaning of the phenomena they encounter, rather than

simply describing observable behaviors.

In the context of this research, phenomenology provides the lens through

which the experiences and perceptions of teachers regarding students’

classroom misbehavior are explored. This approach allows the researcher to

investigate how teachers personally experience, interpret, and respond to

disruptive behaviors in their classrooms. By prioritizing the teachers’ own

narratives, the study aims to capture the subjective realities that shape their

professional practices and emotional experiences.

Significance of the Study

This study is significant because it provides a deeper understanding of

teachers lived experiences and perceptions of students’ classroom misbehavior,

a challenge that affects teaching effectiveness and classroom dynamics. The

findings will contribute to the field of education by highlighting how teachers

interpret, manage, and are impacted by disruptive student behavior, offering

insights that go beyond general statistics or quantitative data. This study is

offered to those who would benefit from this effect.

For Teachers. The study will help teachers reflect on their experiences

and identify effective strategies for managing classroom misbehavior, enhancing

their instructional practices and professional development.

For School Administrators. School leaders can use the findings to

design support programs, training workshops, and policies that address

classroom misbehavior in a way that is contextually relevant to their schools.

For Students. Improved classroom management informed by teachers’

perspectives may create a more positive and conducive learning environment,

supporting student engagement and academic achievement.

For Future Researchers. This study will provide a reference for future

qualitative or phenomenological research on classroom behavior, teacher

experiences, and educational interventions, particularly in the Philippine context.

Scope and Delimitation

This study focuses on exploring the lived experiences and perceptions of

teachers regarding students’ classroom misbehavior in Holy Cross of Hagonoy,

Inc. It examines the types of misbehavior teachers encounter, how they interpret

the causes, the strategies they use to manage these behaviors, and the impact

of misbehavior on their professional and personal experiences. The study

emphasizes qualitative data collected through interviews and relies on teachers’

narratives to provide in-depth understanding of classroom misbehavior within the

local context.

Meanwhile, this study is limited to the perspectives of teachers and does

not include students, parents, or school administrators. It does not quantify the

frequency of misbehavior or compare schools statistically. The findings are

context-specific to the selected school and may not be generalizable to other

regions or educational levels. Additionally, the study focuses only on classroom

misbehavior and does not cover other aspects of student behavior outside the

classroom.

Definition of Terms

To provide clarity and ensure a common understanding of key concepts in

this study, the following terms are defined as they are used in the context of this

research:

Classroom Misbehavior – Refers to any student behavior that disrupts

the teaching and learning process, such as talking out of turn, inattentiveness,

defiance, or non-compliance with classroom rules (Emmer & Sabornie, 2015).

Teachers’ Perceptions – The interpretations, opinions, and meanings

that teachers assign to students’ behaviors in the classroom, based on their lived

experiences (Creswell, 2013).

 Lived Experiences – The personal, first-hand experiences and reflections

of teachers regarding classroom misbehavior, explored through their narratives in

this phenomenological study (Moustakas, 1994).

Phenomenological Study – A qualitative research approach that aims to

understand and describe the essence of experiences as perceived by individuals,

focusing on their subjective perspectives and meaning-making (Creswell, 2013).

Classroom Management – The strategies, techniques, and practices

employed by teachers to maintain a productive learning environment and

address student misbehavior (Evertson & Weinstein, 2006).

 Chapter 2

Review of Related Literature

This chapter will examine both local and international studies relevant to

classroom misbehavior, teachers’ perceptions, and classroom management

strategies. The literature review will provide the theoretical and empirical

foundation for understanding teachers lived experiences and inform the study’s

methodology

Teachers worldwide report that student misbehavior remains a significant

challenge that affects teaching effectiveness and classroom climate. A recent

study in the Philippines by Bautista (2020) found that teachers often experience

repeated disruptions in class, such as talking out of turn or refusing to follow

instructions, which create stress and require continuous emotional regulation.

Teachers described these experiences as emotionally taxing, particularly when

they have to enforce discipline while maintaining supportive relationships with

students.

Similarly, international research supports these findings. Emmer and

Sabornie (2015) noted in the United States that teachers’ experiences with

classroom misbehavior are closely tied to their stress levels and job satisfaction.

In Norway, recent studies (2023) revealed that teachers face similar challenges,
describing misbehavior as interruptions to lesson flow that demand constant

vigilance and adaptability.

Research identifies common student misbehaviors, including talking out of

turn, inattentiveness, disrespect, and noncompliance with classroom rules. In a

Philippine study of public secondary schools (2021), teachers reported that

inattentiveness and talking during lessons were the most frequent disruptions,

often attributing the causes to lack of motivation, home environment, or socio-

economic challenges. Teachers interpreted these behaviors as signals of unmet

academic or emotional needs. Similar patterns emerge. In the UK, a 2022 study

found that teachers perceive misbehavior not merely as deliberate defiance but

as responses to boredom, learning difficulties, or lack of engagement. This aligns

with findings in Australia (2023), where educators noted that student behavior

reflects both classroom environment and personal circumstances.

Teachers employ a range of strategies, from preventive measures such as

engaging lesson designs to reactive measures including warnings, seating

adjustments, and parent communication. In Davao City, a 2022 local study

reported that teachers combine disciplinary actions with relationship-building to

maintain classroom order. These strategies are not only practical but also

emotionally demanding, affecting teachers’ job satisfaction, stress levels, and

professional identity.

Foreign research mirrors these findings. A 2023 study in Norway

highlighted that teachers’ responses to misbehavior often involve negotiation and

conflict management, which require both patience and consistency. In the US,
studies reveal that managing misbehavior is a primary source of teacher burnout,

showing how responses are intertwined with professional and personal well-

being.

In the literature, different terms have been used to describe problematic

behaviors of students. For instance, Stewart et al. (2015) referred student

misconduct to disciplinary violations in school, for instance, tardiness, vandalism,

fighting, stealing, and drinking on campus. When there are explicit rules and

regulations in school and classroom, violation of these is apparently a

“misbehavior or misconduct or discipline problem.” Nevertheless, a particular

behavior is viewed as problematic may not necessarily be rule breaking, but

inappropriate or disturbing in the classroom setting. For instance, daydreaming in

class, not completing homework, talking in class, lesson disruption, bullying, and

rudeness to the teacher are named as “problem behaviors” (Ho IT, 2019),

“behavior problems,” (Wheldall K, Merrett F., 2020) or “disruptive behaviors” (

Leung J and Ho C., 2020)These behaviors referred to “an activity that causes

distress for teachers, interrupts the learning process and that leads teachers to

make continual comments to the student” or “the myriad activities which disrupt

and impede the teaching-learning process” . Noting that school misconduct is

one of the manifests of the problem behavior syndrome, the term “problem

behavior” was used to refer to all externalizing behaviors that violate explicit rules

or implicit norms, disturb the classroom order, and irritate the process of teaching

and learning in this study.

 Several scales have been developed to measure teachers' perceptions of

classroom problem behaviors. For instance, in the United Kingdom, Wheldall and

Merrett (2020) used ten items, including eating, nonverbal noise, disobedience,

talking out of turn, idleness/slowness, unpunctuality, hindering others, physical

aggression, untidiness, and out of seat, to measure behavior problems among

primary school students. Houghton et al. (2017) also used these behaviors to

measure secondary school students' behavior problems, with a replacement of

eating with verbal abuse because they found that teachers did not perceive

eating as a problem behavior among secondary school students whereas verbal

abuse was a more relevant behavior problem.

However, the cultural relevance of these scales to describe and measure

disruptive behavior among primary and secondary school students in Hong Kong

Chinese classroom is a concern that should be addressed. For example, Leung

and Ho (2019) modified Wheldall and Merrett's scale by dropping disobedience,

and adding six student behaviors commonly reported by local teachers in

Chinese school settings. These included verbal abuse, forgetfulness, non-

attentiveness, gambling, reading other materials, and doing other things.

However, as these descriptors of students' disruptive behaviors were formed

almost a decade ago, their validity and applicability to Chinese classrooms

nowadays may be questioned. Some student behaviors that have not be

mentioned in the previous studies, such as daydreaming, sleeping, looking out of

window, playing with personal stuff in private, bullying, disrespecting, talking

back, arguing, quarrelling or fighting with teachers, complaining, and lack of

independent initiative were found by a recent study in exploring Chinese

teachers' perceptions of students' classroom misbehavior (Ding M, Li Y, Li X,

Kulm G., 2018).

On top of this, uncooperativeness, emotional disturbance, overactivity and

withdrawal were also reported as student classroom behavior problems by

Chinese elementary school teachers. Although these two studies were recent,

both were conducted in mainland China. It is thus argued that the scales

developed in these studies as well as the findings may be limited to describing

student problem behaviors in mainland China classroom, which is different from

the pluralistic classroom in which Confucian and Western teaching and learning

approaches are used in Hong Kong. As such, direct employment of an existing

scale is hardly sufficient to tap all the classroom problem behaviors exhibited by

students. It is, therefore, important to carry out a qualitative research study to

unravel relevant and up-to-dated descriptions of the students' problem behaviors

in Hong Kong classroom based on the views of teachers.

Apart from exploring different categories of student problem behaviors

inside classroom, it is also valuable to identify the common ones and the

disruptive ones from the teachers' perspectives. Existing research findings

showed that, among various types of student problem behaviors, “talking out of

turn,” “hindering others,” and “idleness” were commonly reported by secondary

school teachers as the most frequent and troublesome misbehaviors in the

United Kingdom (2018) and Australia (2020). Similar to these findings in the

West, “talking out of turn” was rated by both primary and secondary school
teachers as the most frequent and troublesome misbehavior, followed by “non-

attentiveness” and “forgetfulness”—two other typical students' disruptive

behaviors in Hong Kong classroom. In mainland China, “non-attentiveness”,

“talking out of turn,” and “overactive” were reported as the most frequent and

troublesome classroom behavior problems by the elementary school teachers in

three provinces (Shen J. et al., 2010). On the other hand, “daydreaming,” “talking

out of turn,” and “playing with personal stuff” were rated as the most frequent

classroom misbehaviors by a group of elementary, middle and high school

teachers in another two provinces, while “daydreaming,” “slowness” and “talking

out of turn” were the most troublesome classroom misbehaviors (Ding M, Li Y, Li

X, Kulm G., 2018). Apparently, “talking out of turn” is usually ranked as highly

popular and disturbing student misbehavior across time and cultures and in

different grade levels of students. With a specific focus on studying the problem

behaviors of junior secondary students in Hong Kong classroom, this study

attempted to replicate the previous studies in examining the problem behaviors

perceived by teachers as the most common and disruptive. In addition, this study

further attempted to investigate the most unacceptable problem behaviors in the

eyes of teachers and the underlying reasons behind.

The primary goal of this study was to examine classroom problem

behaviors among junior secondary school students in Hong Kong based on the

views of teachers. The aims of this study were to (i) generate a list of categories

of students' problem behaviors perceived by teachers in Hong Kong junior

secondary school classroom, (ii) identify problem behaviors that were perceived
as the most common, the most disruptive to teaching and learning in classroom,

and the most unacceptable problem behavior and the reasons. Noting that the

most frequent misbehavior can be somehow objectively observed, a particular

behavior is regarded as the most disruptive or unacceptable depending on the

teachers' subjective judgment and values, professional training, and years of

teaching experiences. Therefore, this study recruited teachers with different

years of teaching experiences and training background, in order to get a

comprehensive view of the issue. It is a descriptive and exploratory qualitative

research study. Academically, the present findings would add to the local

literature, as recent research studies on this topic are scanty in Hong Kong

(Stewart SM. Et al., 2020). Even though there were some studies, they were

conducted a decade ago (Leung and Ho, 2019) and limited to focusing on the

mainland China educational settings (Shen J. et. al, 2010). Practically, it was

expected that the findings would have profound importance to counseling and

guidance work in the school context.

 Chapter 3

METHODOLOGY

This chapter presents the research design, participants, instruments, data

collection procedures, and methods of analysis used in this study. It also

discusses the ethical considerations and strategies to ensure the trustworthiness

of the findings. The purpose of this chapter is to provide a clear and detailed

description of how the research was conducted to explore and understand the

lived experiences and perceptions of teachers regarding students’ classroom

misbehavior.

Research Design

This study employed a qualitative research design, specifically the

phenomenological approach, which aims to explore and understand the lived

experiences of individuals (Moustakas, 1994; Creswell, 2013). Phenomenology is

particularly suited for studies that seek to describe how participants perceive,

interpret, and make meaning of a phenomenon, rather than measure it

numerically. In this study, the focus is on understanding teachers’ experiences

and perceptions of students’ classroom misbehavior, making phenomenology the

most appropriate approach.

The phenomenological approach is important because it allows

researchers to capture rich, descriptive data that reflect participants’ personal

realities and perspectives. Unlike quantitative methods, which focus on numbers

or general trends, phenomenology emphasizes the depth and essence of human

experiences, enabling the researcher to identify common themes and patterns

across participants’ narratives. This approach provides meaningful insights into

why misbehavior occurs, how teachers interpret it, and how it impacts classroom

management, which directly aligns with the objectives and research questions of

the study.

As the researchers, we chose the qualitative phenomenological design

because it allows me to gain a first-hand understanding of teachers’ experiences

in their natural classroom environments. By conducting in-depth interviews, I can

listen to teachers’ narratives, uncover subtle nuances, and explore the personal

and professional impact of student misbehavior. This design ensures that the

findings reflect the authentic voices of teachers, providing a comprehensive view

of the phenomenon that cannot be captured through quantitative surveys or

experimental methods.
Research Participants

The respondents of this study are teachers from Holy Cross of Hagonoy,

Inc., Davao City, who have at least two years of teaching experience and are

directly involved in managing students in secondary classrooms. These

participants were selected using purposive sampling, a common qualitative

technique that ensures the inclusion of individuals who are knowledgeable and

experienced in the phenomenon under study (Creswell, 2013; Patton, 2015). A

total of 5–10 teachers were chosen, which aligns with recommended sample

sizes for phenomenological research, where the focus is on in-depth exploration

of lived experiences rather than statistical generalization (Creswell, 2013). This

sampling design allows the study to capture rich, detailed narratives of classroom

misbehavior while identifying common themes and insights across diverse

teaching experiences.

Research Locale

The study is conducted at Holy Cross of Hagonoy, Inc., a private

secondary school located at Poblacion, Hagonoy, Davao del Sur, Philippines.

The school was selected due to its diverse student population and representative

classroom environments, where instances of student misbehavior are frequently

observed. Conducting the study in this private school setting allows for context-

specific insights into how teachers manage, interpret, and respond to classroom

misbehavior. The locale provides an appropriate environment to explore

teachers’ lived experiences and perceptions, reflecting the realities of secondary

education within a private school context.

Research Instruments

A self-constructed semi-structured interview guide is used for each

individual interview. The interview guide contained questions and prompts

designed to explore the teachers’ perceptions of students’ classroom

misbehavior and the strategies they use to manage such behaviors. Participants

are asked to define “classroom misbehavior” based on their own understanding

and interpretation. They were encouraged to share real-life examples from their

classrooms to further illustrate their perspectives and experiences. The average

duration of an interview was approximately 40 minutes (range = 30–55 minutes).

Each interview was conducted individually by the researcher in Filipino or

English, depending on the preference of the participant. All interviews were

audio-recorded with participants’ prior consent and transcribed verbatim

immediately after the interview to ensure the accuracy and completeness of the

data.

Data Collection/ Procedure

Before conducting the study, permission was obtained from the

administration of Holy Cross of Hagonoy, Inc., and the selected teachers were

informed about the purpose and procedures of the research. Participants were

provided with informed consent forms ensuring that their participation was

voluntary, confidential, and anonymous, and that they could withdraw at any time

without penalty.
 Individual interviews were then scheduled at times convenient for the

participants to minimize disruption to their teaching responsibilities. Each

interview followed the self-constructed semi-structured interview guide and lasted

approximately 40 minutes (range = 30–55 minutes). During the interview,

teachers were encouraged to share their experiences and perceptions of

classroom misbehavior, explain the types of misbehavior they encounter,

interpret the possible causes, and describe the strategies they use to manage

such behaviors. Participants were invited to provide real-life examples to enrich

the data.

All interviews are conducted by the researcher in Filipino or English,

depending on the participant’s preference, and were audio-recorded with prior

consent. Immediately after each session, the recordings are transcribed verbatim

to ensure the accuracy and completeness of the data. The transcripts were

reviewed and cross-checked by the researcher to identify any missing

information and to maintain data integrity.

Data Analysis

The data collected from the semi-structured interviews will be analyzed

using Moustakas’ (1994) phenomenological method, which focuses on

understanding the essence of participants lived experiences. After the interviews

are conducted and transcribed verbatim, significant statements will be identified

through horizontalization and grouped into meaning units or themes. Textural

descriptions will describe what the teachers experienced, while structural

descriptions will explain how they experienced it. Finally, a composite description
will be developed to capture the overall essence of teachers’ experiences with

classroom misbehavior.

The analysis will be guided by the study’s research questions, ensuring

that each theme addresses: (1) teachers’ descriptions of classroom misbehavior,

(2) their interpretations of its causes, and (3) their responses and the impacts on

their professional and personal experiences. To ensure trustworthiness, member

checking and peer debriefing will be conducted after the analysis to validate the

findings (Creswell, 2013; Moustakas, 1994).

References ( Follow APA Format)