EXPLORING THE LIVED EXPERIENCES OF ELEMENTARY BEGINNING TEACHERS ON CLASSROOM MANAGEMENT AMONG GENERATION ALPHA LEARNERS

EDUCATION

This phenomenological study explores the lived experiences of five beginning elementary teachers managing Generation Alpha learners in four public schools in Maco North District, Maco, Davao de Oro, Philippines. An in-depth interview was conducted with the teachers of Concepcion Elementary School, Sangab Elementary School, Singanan Elementary School, and New Barili Elementary School. The study examined teachers’ experiences, strategies, challenges, coping mechanisms, motivations, and insights in handling this digitally native generation. Findings revealed that teachers faced significant challenges managing disruptive behaviors, short attention spans, and technological distractions. While technology such as multimedia presentations and educational apps helped engage students, it also frequently diverted their focus toward non-educational content. This dual role of technology required teachers to constantly adapt their classroom management approaches. To address these challenges, teachers used positive reinforcement like praise and rewards to encourage participation and good behavior. Technology integration remained a key strategy, despite the difficulties balancing engagement and distraction. Teachers also emphasized the importance of support from colleagues, sharing strategies and offering emotional encouragement. Lesson adaptations were made to meet diverse learning styles and attention spans, including breaking lessons into shorter segments, incorporating energizers, and varying participation formats. Some teachers also applied disciplinary measures when necessary to maintain order. The study highlights the complex demands beginning teachers face in Generation Alpha classrooms and underscores the need for ongoing professional development in classroom management, technology use, and differentiated instruction. Additionally, fostering collaborative and supportive professional networks is essential for novice teachers. Future research could explore the long-term effects of classroom management strategies and develop stronger support systems to assist beginning educators in effectively engaging Generation Alpha learners.

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