Teachers’ Well-being Amidst Disruptive Classroom Behavior in Elementary Schools of Pinamungajan District I

Gemalyn Espellarga Moboayaen

Abstract


Disruptive classroom behavior presents persistent challenges for educators, with implications for both teaching efficacy and teacher well-being. This study investigated the frequency and impact of learners’ disruptive behavior on teachers’ well-being in elementary schools of Pinamungajan District I, Cebu. Employing a convergent mixed-method design, the study surveyed 161 public school teachers from 15 elementary schools using a validated self-constructed questionnaire. Instrument validity was ensured via expert review and pilot testing, while reliability was established with high Cronbach’s alpha coefficients. Data were collected through stratified proportional sampling, with quantitative results analyzed using weighted means and Pearson correlation and qualitative results analyzed through Braun and Clarke's thematic analysis. Findings indicated that "talking out of turn" (WM = 3.55, interpreted as "Often") constituted the most prevalent disruptive behavior, while other common issues, including "ignoring instructions" (3.25), "getting out of seats" (3.27), and "off-task behavior" (2.91)—were rated as occurring "Sometimes." Severe behaviors such as aggression and unauthorized device use were reported as "Rarely." Teachers agreed that disruptive behavior was a significant source of stress (WM = 3.71), emotional drain (3.46), and reduced job satisfaction (3.42), yet felt supported by school administration and confident in their classroom management strategies (3.88 and 3.81, respectively). Importantly, a significant positive correlation (r = 0.411, p = 0.000) was found between learners’ disruptive behavior and negative impacts on teacher well-being. Qualitative insights further revealed four recurring challenges: understanding the underlying causes of misbehavior, balancing individual needs with classroom management, involving parents in reinforcing discipline, and employing effective management strategies. These findings underscore the need for targeted interventions, continuing professional development, and supportive school environments to safeguard teacher well-being and improve classroom management. Future studies should consider longitudinal designs and broader contextual variables to further inform educational policy and practice.

Keywords


disruptive classroom behavior, teacher well-being, elementary education

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References


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DOI: http://dx.doi.org/10.52155/ijpsat.v56.1.7888

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