Extent of Implementation of Positive Discipline Programin Selected Schools in District II-B Division Of Quezon City

Abstract

This study aimed to assess the extent of implementation of positive discipline program in selected schools in district 2B division of Quezon City. The respondents of the study were composed of fifty teachers and fifty students in Grade 7. The selection of respondents was done through random sampling and the researcher-made-survey questionnaire was used. The reliability and accuracy of the survey questionnaire was certified by the teachers who served as validators. Afterwards, questionnaires were administered to both groups of respondents. The study generated the following findings. Both groups of respondents perceived that the Positive Discipline Program was highly implemented in their schools in terms of limit setting and only moderately implemented in terms of responsibility training, omission training, and back-up system. There was no significant difference in the perceptions of the two groups of respondents on the extent of implementation of the Positive Discipline Program in their schools. The two groups of respondents “agree” that there were challenges encountered in the implementation of the Positive Discipline Program in their respective schools most particularly, “lack of support system program from school intervention on positive discipline program and “lack of emphasis on implementation guidelines for the program”. Based on the findings of the study, the following conclusions were drawn: The Positive Discipline Program was well – implemented in the schools used as subjects of the study in terms of limit setting but not so well – implemented in terms of responsibility training, omission training and back-up system. The two groups of respondents has similar perceptions on the extent of implementation of the Positive Discipline Program. There were problems encountered in the implementation of the Positive Discipline Program. Based on the findings and conclusions drawn, the following recommendations were hereby proposed: The students should always listen to parents and teachers about their discipline and values management that will improve their attitudes and behaviors as they grow to become responsible, respectful and resourceful member of the communities. The parents should effectively communicate well with their children and teach them the proper attitudes and behaviors that they should act upon on during their early formative years as the main component of child’s development and as an old adage “Good Manners Always Begins at Home” and that as parents they have bigger responsibilities for their child/ children on how they will become good members of the communities and the society at large. The teachers should impose and implement classroom management programs on positive discipline anchored on the different aspects of Limit Setting, Responsibility Training, Omission Training and Back-up System that will encourage students’ compliance and adherence creating long term positive effects. The schools should implement and carry out the policies and programs for positive discipline in their school in general through the initiatives of school leaders and its management that would largely facilitate a positive learning environment for all. The future researchers should conduct studies on Positive Discipline Program of Teachers in Relation to Academic Performance of Students that will bridge the gaps and loopholes of stating problems of the study.