Discipline Strategies Practiced by the Public Elementary School Teachers in an Island District
DOI:
https://doi.org/10.54536/ajahs.v5i3.8050Keywords:
Behavior Management, Classroom Management, Corrective Practices, Learner Behavior, Preventive PracticesAbstract
Grounded in the need to promote effective classroom management and positive learner behavior, this study determined the discipline strategies practiced by the public elementary school teachers in Almagro District, Schools Division of Samar, during the school year 2025-2026. The study utilized a descriptive-causal comparative-correlational research design and employed a survey questionnaire to gather data from 86 public elementary school teachers through complete enumeration. The data were analyzed using frequency, percentage, mean, standard deviation, Kruskal-Wallis H-test, and Kendall’s tau-b correlation. Findings revealed that most teachers are mid-career females who are married, hold a Bachelor’s degree and have 11-20 years of teaching experience. They commonly handled multiple subjects and actively participated in professional development activities. Teachers consistently practiced classroom management strategies, with preventive practices being the most frequently used, followed by corrective practices and severe behavior management. Moreover, factors affecting learner behavior were found to be highly evident, particularly school-related and peer factors. No significant differences were found in most discipline strategies when grouped according to teachers’ profiles, except for corrective practices, which varied significantly by age. Additionally, most behavioral factors showed no significant differences, although some variations were observed based on educational attainment, length of service, and training. A significant relationship was found between classroom management practices and factors affecting learner behavior. In general, effective classroom management practices play a vital role in managing learner behavior and promoting a positive learning environment. A learning and development plan is proposed to strengthen teachers’ classroom management practices and support improved learner outcomes.
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