Teacher Voices on the Classroom Management Responsibilities and Art of Teaching: A Phenomenology Study

Abstract

This qualitative phenomenology study explored the lived experiences of public high school teachers in Cluster 14, Division of Davao City, as they navigate the dual responsibilities of pedagogy and school management. Amid increasing administrative workloads, teachers must balance instructional duties with ancillary roles, such as program coordination and reporting, often at the expense of their own classroom engagement and personal well-being. Grounded in Role Theory, this study draws on findings from teachers' lived experiences through in-depth, semi-structured interviews with ten purposively selected teacher-participants, analyzed using thematic analysis. Findings reveal three major themes: challenges in managing time and overlapping responsibilities, strained relationships with students and colleagues due to administrative demands, and the sustaining power of passion and intrinsic motivation in teaching. At the same time, teachers also employ diverse coping strategies to address these pressures, including effective time management, prioritizing tasks, seeking support from significant individuals, maintaining a positive mental framework, and practicing self-care to preserve their well-being. Moreover, the study underscores the need for learner-centered and empathetic pedagogy, adaptability through experiences, leadership, and systems that empower the development to safeguard teacher well-being and instructional quality. These insights contribute to a deeper understanding of the complexities of modern teaching and offer practical recommendations for education stakeholders to promote sustainable teaching practices. This study may be published in a reputable journal, which is essential for several reasons, including increasing the visibility and credibility of research and advancing knowledge in a field.