Navigating Management of Students' Behavior: Narratives of Beginning Teachers in Maa District

This study explored the experiences of beginning teachers in Maa District regarding the management of student behavior in their classrooms. Specifically, it examined their lived realities in handling behavioral challenges, the coping strategies they employed, and the educational insights gained from their narratives. Employing a phenomenological approach, the study gathered data through in-depth interviews with 5 participants and focus group discussions with 5 participants to capture rich, contextualized teacher perspectives. Thematic analysis revealed that novice teachers viewed building positive teacher-student relationships as a crucial foundation for effective behavior management, yet they struggled with maintaining consistency and asserting authority. Managing challenging behaviors often resulted in emotional and physical exhaustion. To cope, teachers emphasized fostering respect and cooperation through relationship-building, establishing clear routines and consistent expectations, and engaging in self-reflection and stress management techniques. From an educational management standpoint, the study highlighted the critical role of relationship-building, the pressing need for enhanced support systems and professional development, and the importance of teacher resilience supported by reflective practice. These findings contribute to understanding the complexities faced by new educators and underscore the need for targeted interventions to empower them in managing classroom behavior effectively.