Interpretative phenomenological study of classroom management experiences: perspectives from filipino pre service teachers in a state university

Classroom management experiences of pre-service teachers in internship programs pose significant challenges in establishing authority and managing student behavior. This interpretative phenomenological study explored the classroom management experiences of student teachers reflected in teaching journal entries and interviews. Data were 160 teaching journal entries taken from the internship portfolios produced by 20 Bachelor of Secondary Education (BSEd)-English graduates from a state university in the Philippines. Thematic analysis was used to analyze the data. Five generated themes from the teaching journals that could provide suggestions for future pre-service teachers and other members of the internship discourse community concerning classroom management were drawn, which are: 1. Implementing Effective Behavior Management Strategies, 2. Establishing Clear Expectations and Routines, 3. Employing Appropriate Interventions to Maintain Classroom Order, 4. Promoting Student Engagement and Active Participation, and 5. Reflecting on Classroom Management Practices. A focus group discussion with 15 participants, which was also analyzed using thematic analysis, was utilized to further discuss the findings. The paper concludes with pedagogical implications for pre-service teachers and the professors of Teacher Education Institutions (TEIs).