Author

Doreen C. Aparece
Cebu Technological University
Main Campus, R. Palma St., Cebu City, Philipppines
Email: daparece83@gmail.com

Abstract

Classroom discipline strategies are critical for fostering positive learning environments and improving student outcomes. However, their consistent and effective implementation often depends on structured school-based interventions such as professional development, coaching, and fidelity monitoring. This study examined the implementation of classroom discipline strategies among public elementary teachers in the Buenavista II District of Bohol during the school year 2025–2026. A mixed descriptive and thematic qualitative research design was employed, using the complete enumeration of 32 teachers as respondents. Quantitative data were gathered through a researcher-made survey questionnaire administered to 32 teachers, while qualitative responses provided further insights. Descriptive statistics were used to measure the extent of implementation, while inferential tools such as Pearson’s correlation and chi-square tests were applied to examine significant relationships between teachers’ demographic profiles, implementation levels, and training needs. Thematic analysis was employed to interpret open-ended responses. Findings revealed variability in implementation, with preventive strategies such as communication of rules and positive reinforcement applied more frequently than corrective approaches. Results also indicated significant relationships between teachers’ demographic profiles, their extent of strategy implementation, and their expressed training needs. The study concludes that while teachers show strong commitment to discipline practices, fidelity and sustainability are constrained by limited training opportunities and inconsistent support systems. Hence, the researcher recommends the development of localized school-based interventions—including targeted professional development programs, peer coaching initiatives, and continuous monitoring mechanisms—to strengthen teachers’ capacity, ensure consistent practice, and ultimately enhance student learning outcomes in the local context.

Keywords: Administration and supervision. classroom discipline strategies, school-based interventions, teacher training, professional development.

DOI: http://doi.org/10.69651/PIJHSS0501740

Recommended citation:
Aparece, D. C. (2026). School based interventions for the implementation of classroom discipline strategies in public elementary schools. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8181-8192. http://doi.org/10.69651/PIJHSS0501740

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