Teachers' Personal and Professional Attributes Influencing Pupils' Behavioral Challenges: A Foundation for Developing Effective Remedial Measures

Behavioral challenges among pupils significantly impact classroom management and learning outcomes. Teachers, as frontline educators, play a crucial role in managing these behaviors. This study investigates how teachers’ personal (age, sex) and professional (teaching experience, educational qualification) attributes influence the manifestation and management of pupils’ behavioral problems, laying a foundation for effective remedial measures. This descriptive study was conducted among 142 elementary teachers in Tangcal District, Division of Lanao del Norte. Data were gathered through a structured questionnaire-checklist. Frequency counts, percentages, and means were used in the analysis. Since the entire population was studied, no inferential statistics were employed. Most teachers were females aged 31–35 with 6–10 years of experience and BEED degrees. Commonly observed behavioral issues were disrespect, hyperactivity, teasing, inattentiveness, and urinating without permission. Other problems like dishonesty, bullying, and talkativeness were observed occasionally. Significant relationships were found between teachers’ experience and qualifications and the behavioral issues observed. Ten out of fourteen remedial strategies—such as private counseling, parent engagement, and values integration—were rated as very effective. In contrast, drastic measures (e.g., public scolding, physical punishment) were less or not effective. Teachers’ professional background influences their ability to manage pupil behavior effectively. Supportive and proactive approaches yield better behavioral outcomes than punitive methods.