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Abstract
This study explored classroom management challenges and adjustment strategies of primary school teachers at Mactan Elementary School in Lapu-Lapu City, Philippines. A descriptive correlational research design was used with 30 teachers as respondents. Data were collected through a modified checklist-questionnaire assessing perceived challenges and adjustment schemes on a 5-point Likert scale. Results revealed that teachers faced moderate challenges, particularly in managing student behavior, but demonstrated very high levels of adjustment strategies, such as involving students in rule-setting and using positive reinforcement. The Pearson correlation analysis showed a negligible and non-significant relationship between the challenges encountered and the adjustments made, indicating that teachers consistently apply effective management strategies regardless of the challenges faced. These findings underscore the importance of providing ongoing support and training to help teachers address classroom management challenges, particularly in handling student behavior, while maintaining effective teaching practices. https://doi.org/10.22046/wjher.4.3
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