IMCC Journal of Science

Abstract: 

This qualitative study examines the use of preventive strategies for managing classroom disruptive behavior among senior high school learners, along with the challenges encountered during their implementation. Based on in-depth interviews with classroom teachers and narrative accounts of classroom experiences, the findings suggest that preventive strategies help reduce behavioral disruptions, enhance student engagement, and promote positive classroom environments through the use of clear behavioral expectations, positive reinforcement, and interactive teaching methods. Teachers noted improved learner attentiveness, greater classroom order, and increased confidence in handling disruptions proactively. However, barriers such as inconsistent parental involvement, insufficient training on behavior management, limited instructional resources, time constraints, and minimal administrative support were also identified. These challenges point to structural and contextual factors that hinder the consistent application of preventive strategies in classroom management. The study underscores the need for sustained teacher development, adequate resource provision, and institutional backing to strengthen behavior management practices in senior high school education.

Keywords: classroom management, disruptive behavior, preventive strategies, senior high school learners