A phenomenological study on teachers’ perceptions of classroom management challenges in selected primary schools in Jamaica

This phenomenological study explored teachers’ perceptions of classroom management challenges in selected primary schools in Jamaica. The aim of this study was to understand the lived experiences of teachers as they navigated instructional, behavioural and emotional demands within the classroom context. Using a qualitative paradigm, semi-structured interviews were conducted with six primary school teachers from diverse educational settings. The data were analysed thematically to identify recurring patterns and meanings across participants experiences (essences). The findings indicated that teachers' experiences and their school environments slightly impact their perceptions and approaches to classroom management. Another interesting finding was that despite the teachers’ varying years of teaching, class sizes and school locations, they all identified disruptive behaviour, physical environmental constraints, limited learning resources and lack of focus of students as major challenges to the teaching and learning process. The study recommends reducing class sizes in urban schools, provide enhanced professional development focused on differentiated instruction, gender-based instruction, emotional regulation and culturally relevant management strategies, consistent administrative supportand having parity in the distribution of resources to rural schools verses urban schools by the Ministry of Education. Additionally, strong collaboration between schools and families were identified as important to improving the classroom environments. These findings provide critical insights for educators, policymakers, and school administrators seeking to support teachers in managing classroom dynamics and improving teaching effectiveness.