Authors :
Jame S. Bazar; Esther L. Baluyos
Volume/Issue :
Volume 8 - 2023, Issue 3 - March
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://bit.ly/3nsFrAG
DOI :
https://doi.org/10.5281/zenodo.7780042
Abstract :
Positive discipline is an essential factor that
teachers need to consider in the teaching-learning process.
This study determined the teachers’ positive discipline in
relation to students’ behavior and academic engagement.
A descriptive correlational design was used in the study.
The respondents of the survey included three hundred
thirty-one students from senior high school of Misamis
University, Ozamiz city that were selected through
stratified random sampling. The Teachers’ Positive
Discipline Questionnaire, Students’ Behavior
Questionnaire, and Engagement Questionnaire were used
to gather data on the students’ perception with regards to
teacher’s positive discipline, students’ positive behavior,
and students’ level of engagement. Mean, Standard
Deviation, Pearson Product Moment Correlation
Coefficient, were the statistical tools used in the study.
Results revealed that the teachers’ positive discipline was
high, and the students’ behavior was positive. Positive
discipline in the classroom is an influential factor that leads
to students’ positive behavior. Teachers’ positive discipline
in terms of students’ motivation did not affect the overall
behavior of students. On the other hand, teachers’ positive
discipline in terms of classroom management is an effective
factor that affects behavior. Students are highly engaged
in different classroom activities whenever a teacher models
and reinforces appropriate classroom techniques.
Teachers have to attend training and seminars on the
implementation of positive discipline since students in
basic education still need close guidance and supervision.
Keywords :
Classroom Management, Engagement, Motivation, Positive Discipline,School.
Positive discipline is an essential factor that
teachers need to consider in the teaching-learning process.
This study determined the teachers’ positive discipline in
relation to students’ behavior and academic engagement.
A descriptive correlational design was used in the study.
The respondents of the survey included three hundred
thirty-one students from senior high school of Misamis
University, Ozamiz city that were selected through
stratified random sampling. The Teachers’ Positive
Discipline Questionnaire, Students’ Behavior
Questionnaire, and Engagement Questionnaire were used
to gather data on the students’ perception with regards to
teacher’s positive discipline, students’ positive behavior,
and students’ level of engagement. Mean, Standard
Deviation, Pearson Product Moment Correlation
Coefficient, were the statistical tools used in the study.
Results revealed that the teachers’ positive discipline was
high, and the students’ behavior was positive. Positive
discipline in the classroom is an influential factor that leads
to students’ positive behavior. Teachers’ positive discipline
in terms of students’ motivation did not affect the overall
behavior of students. On the other hand, teachers’ positive
discipline in terms of classroom management is an effective
factor that affects behavior. Students are highly engaged
in different classroom activities whenever a teacher models
and reinforces appropriate classroom techniques.
Teachers have to attend training and seminars on the
implementation of positive discipline since students in
basic education still need close guidance and supervision.
Keywords :
Classroom Management, Engagement, Motivation, Positive Discipline,School.
