Insights of High School Teachers Regarding Classroom Management: A Research of the Government High School Damba Goth, Malir

Abstract

The study is based on research that examines the views and experiences of high school instructors with regard to classroom management in a government high school in Malir, Sindh. Using a qualitative phenomenological approach, ten teachers were observed, and their data were analysed using thematic analysis in order to explain the key issues, approaches, and emotional implications of managing classes. The results show that teachers are struggling with significant challenges related to student misbehavior, overpopulation of the classroom, inadequacy of the materials, and absence of effective parental engagement, which all hinder discipline and student engagement. To overcome these issues, teachers use adaptive strategies such as methods of reinforcement, learning activities, direct declaration of rules, and flexibility to develop a supportive learning environment. Emotional resilience was one of the key factors because teachers often tend to be stressed and frustrated, but they are patient and understanding and willing to build trust and love with students. The paper concludes that classroom management depends not only on the practice of the teachers alone, but also on the institutional and parental support. Among the recommendations, there will be reducing the class sizes, enhancing the collaboration between schools and home, and providing continuous professional development that is aimed at emotional regulation and conflict resolution. Altogether, this research gives much information about the intricacies of managing the classroom in the educational environment that lacks resources, which demonstrates the importance of the holistic and team-based strategies to improve the positive student behaviour and teacher well-being.