Stories from the Classroom: Exploring Teachers’ Firsthand Experiences in Handling Bullying
Lenie Norab, Josephine Baguio
Received: 05 January 2026; Revised: 19 February 2026; Accepted: 23 February 2026; Published: 26 February 2026
DOI: https://doi.org/10.66074/DE21FR09
Abstract
This study examined the experiences of public elementary school teachers in handling bullying incidents in their classrooms in Tibungco District, Division of Davao City. Using a qualitative phenomenological approach, ten teachers participated in in-depth interviews, and the data were analyzed through thematic analysis to identify recurring patterns across their narratives. The findings revealed three major challenges: student behavioral issues, limited support and resources, and emotional and professional stress. Teachers addressed these challenges through proactive classroom management, collaboration and support-seeking, and emotional regulation and self-care. The study also identified three professional insights gained from experience: the importance of early intervention, the value of empathy and understanding, and the role of continuous professional development. These findings highlight the complexity of classroom bullying management and underscore the need for stronger school support systems, clearer anti-bullying protocols, and sustained teacher development to promote safe, inclusive, and supportive learning environments.
Keywords: bullying prevention, classroom management, phenomenology, teacher coping, teacher experiences
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; josephinebbaguio@outlook.com
Volume 2, Issue 2, June 2026