Authors : Miraflor P. Apusaga

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/5n73zj96

Scribd : https://tinyurl.com/5y27ny3k

DOI : https://doi.org/10.38124/ijisrt/26May1876

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explored the lived experiences, challenges, and insights of Key Stage 1 teachers in teaching Good Manners and Right Conduct beyond the classroom. In order to capture the lived experiences of teachers in teaching GMRC beyond the formal classroom set-up, this study used a qualitative phenomenological research approach. In-depth interviews and focus group discussions were used to gather data from the nine participants. Particularly, five of these teachers underwent the in-depth interview, and another four underwent a focus group discussion. The participants were selected through purposive sampling. The gathered data were transcribed and analyzed using thematic analysis following Braun and Clarke's six-step process. The results indicated that teaching GMRC outside the classroom has both meaningful and challenging features for teachers. Teachers prioritize regular classroom routines, assist learners through restorative talks and mediation, improve home-school contact, and make the most of peer collaboration and school resources in order to deal with the difficult parts. According to the study, the importance of home-school alignment in bolstering values formation, the impact of teacher modeling on learners' behavior, and the function of everyday school interactions in sustaining GMRC are just a few of the insights that instructors gained. The results suggest that effective GMRC teaching requires a systemic, collaborative, and consistent approach that involves all stakeholders in the learner’s environment.

Keywords : GMRC, Values Education, Key Stage 1 Teachers, Character Formation, Elementary Education.

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