This study examined the classroom discipline practices of public elementary school teachers in Puerto Princesa District III, focusing on their strategies, challenges, and coping mechanisms as bases for developing a proposed disciplinary intervention plan. Using a qualitative descriptive design, data were collected through an open-ended questionnaire administered to teachers of varying ages, educational backgrounds, and teaching experiences, and were analyzed thematically. Most participants are female, aged 31–40, with 6–10 years of teaching experience, and were primarily assigned to Grades 1–3. Findings showed that teachers regarded discipline as a means of guiding learners rather than punishing them, emphasizing the importance of creating supportive and inclusive learning environments. The key disciplinary practices identified included establishing classroom rules and procedures, using positive reinforcement, applying corrective measures, maintaining parent–teacher communication, and employing non-verbal strategies. Reported challenges involved student misbehavior, limited parental support, large class sizes, heavy workloads, and school policy constraints. External socioeconomic factors, such as poverty and unstable family environments, also influenced classroom discipline. Teachers’ coping mechanisms were grouped into five major themes: Positive Behavior Support and Relationship-Building, Community and Guidance Collaboration, Time Management and Peer Assistance, Adherence Coupled with Professional Judgment, and Empathy and Socio-Emotional Support. The study concludes that effective classroom discipline requires coordinated efforts among teachers, parents, administrators, and the wider community. Accordingly, it is recommended that the Department of Education strengthen professional development programs and establish a national framework for inclusive, non-punitive discipline; policy-makers enhance child protection and education policies; school administrators foster collaboration and mentoring systems; teachers pursue ongoing training and reflective practice; and future researchers investigate broader contexts and assess the effectiveness of discipline interventions.