Introduction

The present study explored the perceptions and lived experiences of elementary school teachers regarding classroom management.



Method

The research paradigm is qualitative, and the research method is phenomenology. The target population consisted of teachers in the city of Gorgan, and the participants were elementary school teachers who were teaching during the 2024–2025 academic year. A purposive sampling method based on specific criteria was employed to reach theoretical saturation. The data collection instrument was a semi-structured in-depth interview, and interviews were conducted with 20 elementary school teachers. Data were analyzed using thematic analysis.



Results

Based on the research findings, seven main themes and several sub-themes were identified from teachers’ understanding and interpretation of classroom management, including viewing management as creating learning opportunities, developing teaching as a professional skill, managing student behavior, and organizing the learning environment. Regarding teachers’ classroom management styles, four main categories emerged: authoritarian, authoritative, democratic, and laissez-faire. In relation to teachers’ communication skills with students, six main themes were found, such as applying environmental and dynamic strategies, mastering theoretical knowledge, building positive relationships, and promoting students’ self-regulation. Finally, the study revealed six major challenges teachers face in managing classrooms and interacting with students, including large class sizes, behavioral and learning disorders, content and environmental barriers, insufficient teacher competence, and family-related difficulties.



Discussion

This study, based on teachers’ perceptions and interpretations, identified significant components in classroom management, its styles and challenges, and teachers’ communication skills with students.