Exploring The Experiences Of Elementary Teachers In Dealing With Bullied Students

Abstract

This phenomenological study explored elementary teachers' experiences dealing with bullied students, which the researchers conducted in selected schools in Tagum City. The study used in-depth interviews and focus group discussions with ten teachers as participants, selected through purposive sampling. The thematic analysis identified three major themes in teachers' experiences: understanding the background and environment of students, managing the emotional and psychological impact on teachers, and strategies for handling persistent bullying cases. Teachers highlighted ways of supporting bullied students, such as setting up rules against bullying, addressing and preventing bullying, attending to students' needs, and ensuring student monitoring. Finally, their insights from this study emphasized the importance of dealing with bullied students. They showed three major themes: bullying should be approached holistically, interventions should be systematic, and bullying can be addressed through value-based interventions. These findings provide valuable contributions to improving educational practices and policies to address bullying in elementary schools effectively.