Regulating the pupils’ behavior is challenging for a teacher in public elementary schools. However, teachers’ passion fuels them to uplift pupils’ character and conduct. This study explored the teachers’ worldviews in navigating the behavior of primary-level pupils’ in Norala Central Elementary School. Transcendental Phenomenology was used to describe specifically and substantially teachers’ experiences in navigating the behaviors of primary pupils at NCES. Utilizing a validated interview guide, five teacher-participants from grades one up to three, with three years and above of teaching experience, were selected in the study with thematic analysis applied to analyze their experiences, context, and perspectives on how teachers view themselves in the future.

The study identified six relevant themes on lived experiences of teachers in navigating the behavior of primary-level pupils: personal choice and decision, teaching in decades, learners’ diverse behavior, pupils’ progress and excitement, teaching strategies and management and setting expectations, communication, and reinforcement. The finding suggests that the contexts of the live experiences of teachers in navigating the behavior of primary-level pupils are individualized and collaborative strategies, classroom behavior and engagement and parent-teacher collaboration and training. Additionally, teachers view themselves in the future as molding primary learners and fostering innovative teaching.

Keywords: Teacher’s Lived Experiences, Primary Level Pupils’ Behavior, Navigating Pupils’ Behavior.

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