Accounts of Elementary School Teachers on Maintaining the Norm of Conduct in Communicating Students: A Qualitative Inquiry

This qualitative-phenomenological study aims to explore and investigate the lived experiences, coping mechanisms, and insights of public elementary school teachers in maintaining the norms of conduct in communicating with students. A purposive sample was utilized in selecting the participants; the study focused on the experiences of fourteen (14) public elementary school teachers where seven (7) teachers participated in a virtual in-depth interview, and seven (7) teachers participated in a focus group discussion. Data coding and thematic analysis were utilized to analyze the data gathered from the participants responses. From the experiences of participants, six themes emerged, including some issues that appeared from the problem, namely: (1) setting rules in implementing norms of conduct, (2) balance approach in communication with students, (3) establishing appropriate time for communication in social media, (4) teachers miscommunication with students, (5) maintaining consistency in implementation of norms of conduct, and (6) problems in using inappropriate language in communication. To address the issues, teachers mentioned various ways as their coping mechanisms and nine themes emerged: (1) having direct communication with students, (2) being role-model to students, (3) utilizing different strategies, (4) defining clear boundaries and expectations, (5) receiving guidance and assistance from colleagues, (6) knowing self-role as teacher when communicating with students, (7) emphasizing positive results, (8) exploring and discovering reasons of the problems, and (9) having authority and confidence. Five themes emerged from the insights cited by the participants that they could share with others, namely: (1) be optimistic, (2) apply empathy and consideration with students, (3) improve self and seek guidance, (4) participate in training and seminars for teachers, and (5) have passion and love for teaching. The results of this study are viewed as significant to teachers, students, parents, school administrators, and the Division of Davao de Oro as well as to the DepEd officials, and also to future researchers. KEYWORDS: Education, Communication, Norms of Conduct, Qualitative-Phenomenological approach, Davao de Oro