This study investigates the challenges and strategies elementary school teachers use to manage classroom behavior and discipline in multicultural classrooms in Bangkok's international schools. Employing a descriptive phenomenological research design, data was collected through semi-structured interviews with five experienced educators. The findings reveal that managing diverse cultural dynamics requires adaptive strategies, including culturally responsive teaching, fostering inclusivity, and encouraging positive peer interactions. Teachers highlighted the significance of addressing cultural misunderstandings, promoting respect for cultural norms, and celebrating diversity through classroom activities. Professional development focusing on intercultural competence was identified as crucial for equipping educators with skills to navigate linguistic and behavioral variations among students. The study underscores the importance of parental collaboration in bridging cultural gaps and enhancing student engagement. These insights contribute to a deeper understanding of effective behavior management strategies in multicultural classrooms, supporting the development of inclusive and supportive educational environments. Future research will investigate how management strategies vary across educational levels. In addition, a mixed-methods case study will be conducted to provide a comprehensive understanding of teachers' multicultural behavior management strategies.
