Authors : Cherrylene E. Villason

Volume/Issue : Volume 10 - 2025, Issue 7 - July

Google Scholar : https://tinyurl.com/2xfr5twh

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DOI : https://doi.org/10.38124/ijisrt/25jul828

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Abstract : This phenomenological study explored both the strategies used and the challenges encountered by Junior High School teachers in applying positive discipline (PD) in their classrooms. Nine (9) teachers from the Compostela West District were purposively selected as participants. Through thematic content analysis, key strategies emerged, such as reinforcing positive behavior, cultivating a supportive learning environment, and establishing clear expectations and rules. These approaches were seen to promote student accountability, nurture intrinsic motivation, and foster a respectful classroom culture. Despite these efforts, several challenges limited the effectiveness of positive discipline. The most prominent issues included insufficient teacher training and minimal parental involvement. To address these gaps, the study offered practical insights aimed at improving the implementation of PD, including the need to institutionalize regular teacher training programs and to strengthen collaboration between schools and parents. The findings highlighted that for positive discipline to move beyond sporadic classroom practices, systemic support is essential. This includes aligning school policies with PD principles, investing in ongoing professional development, and assigning dedicated guidance personnel. By addressing these structural needs, schools can create more consistent, respectful, and supportive learning environments. Ultimately, the study emphasized that overcoming these challenges is critical not only to empower teachers but also to unlock the full potential of positive discipline in enhancing student engagement, well-being, and overall development.

Keywords : Snapshot, Positive Discipline, Junior High School Classrooms, Compostela West District Experience.

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