Abstract

Effective teaching relies heavily on a teacher’s ability to manage the classroom and organize instruction. This study delves into the lived experiences of student teachers as they navigate the challenges of managing student behavior during their practice teaching in elementary public schools. Using a phenomenological approach, in-depth interviews were conducted with twenty elementary education student teachers who were purposively selected at a State University in Leyte. Their responses were recorded, transcribed, and analyzed using Colaizzi’s method. This approach uncovered new insights and shed light on the realities faced by student teachers in the classroom. The findings revealed four key themes: disruptive student behaviors, over-delegation of tasks, mentor’s support, and feeling of inadequate preparation. These themes highlight the critical need for student teachers to be well prepared and exposed to practical classroom situations before stepping into the role of teaching. The study underscores the importance of guidance from experienced mentors, to help them develop the skills needed to handle challenging situations, and teacher preparation programs should strive to incorporate more realistic, scenario-based training that prepares student teachers to effectively navigate the complexities of classroom life. Future studies may explore how these preparatory experiences in classroom management influence the long-term professional growth of teacher interns.