BEYOND TEACHING: A CASE STUDY OF PUBLIC SCHOOL TEACHERS OF AGUILAR DISTRICT IN HANDLING CLASSROOM CONFLICT

Abstract

This case study discusses the experiences and approaches of public school teachers in Aguilar District, Pangasinan, in responding to classroom conflict. Using 429 public school teachers as respondents from 22 public schools, the study examines the nature of conflict encountered, its effect on the teaching-learning process, and conflict management styles. Findings reveal that behavioral disruptions, interpersonal student conflicts, and authority issues are the most common forms of conflict. These diminish instructional time considerably, lower students' involvement, and cause teachers' burnout and stress. Teachers at the elementary level adopt accommodating and compromising styles, but high school teachers adopt more assertive or collaborative styles. The class size, experience, school climate, administrative support, and cultural norms like pakikisama and hiya are the effectors of influencing factors. Findings support that classroom conflict is not just a behavior but a system-level, multi-faceted problem entrenched in the socio-emotional and institutional culture of Philippine public schooling. The teacher is not just a teacher but a mediator and emotional nurturer. The research emphasizes the necessity of contextualized professional development, institutional support, and culturally responsive pedagogy to assist teachers in this multi-faceted endeavor. It centers on the empowerment of teachers with constant training and support to create more harmonious, inclusive classrooms.