This phenomenological inquiry explored how secondary teachers in the North District of the Division of Panabo City handle  classroom management practices. In exploring the experiences of the ten participants, I employed the qualitative – phenomenological study of which primary instrument of data gathering was through in- depth interview. Results indicated  the three major themes that emerged from the experiences of secondary teachers on classroom management practices:  challenges and struggles in classroom management, effective classroom management strategies, and impact on teaching and  learning. Furthermore, on coping mechanisms of teachers when faced with challenges in classroom management practices,  the major themes were adaptive strategies for behavior management, emotional resilience and self-care, and professional  development and support systems. Finally, the major themes drawn from the research findings on the insights of secondary  teachers regarding classroom management practices were teacher-student relationships, challenges and strategies, and  student-centered approaches. Implications for research on the classroom management practices of secondary teachers are  wide-ranging and can inform educational policy, teacher training, and classroom practice. Results imply teacher training and  professional development, mentorship and support, policy and school leadership, teacher well-being, and community  engagement.

Classroom management practices

in-person classes

secondary teachers

phenomenology