Author
Neliza B. Legario
Cebu Technological University
Main Campus, R. Palma St., Cebu City, Philippines
Email: Neliza.legario001@deped.gov.ph
Abstract
Successful implementation of positive discipline strategies in elementary schools play a crucial role in promoting respect, responsibility, and strong interpersonal relationships among students. As a result, students are encouraged to develop self-regulation, empathy, and problem-solving skills essential competencies for academic achievement and lifelong personal development. This study investigated the role of school administrators in implementing positive discipline strategies in elementary schools of the Buenavista II District, Schools Division of Bohol for the school year 2025–2026, employing a “descriptive research design” to examine administrative leadership, teacher performance, and implementation challenges. A total of 37 respondents 32 teachers and 5 administrators from five public elementary schools participated, providing quantitative survey data and qualitative insights. Results revealed that administrators were perceived to have strongly achieved objectives in fostering respect, responsibility, and student well-being, with high ratings across achievement of objectives (M=4.67), implementation of activities (M=4.45), and home-school collaboration (M=4.56). Teacher performance, based on Individual Performance Commitment and Review (IPCR) ratings, was “Very Satisfactory” (M=4.04), and statistical analysis showed a strong positive correlation (r=0.82, p<0.001) between the level of positive discipline implementation and teacher performance. While administrators demonstrated substantial success through training, resource provision, and proactive monitoring, areas such as school-wide discipline campaigns, parental engagement, and resource allocation required further enhancement. Key challenges included student resistance, insufficient training on practical strategies, limited resources, and inconsistent parental involvement. The findings underscore that effective administrative leadership significantly strengthens positive discipline adoption, translating to improved teacher performance and school climate. The study recommends sustaining current best practices while intensifying parent-focused programs, expanding capacity-building efforts, improving resource support, and institutionalizing monitoring mechanisms to ensure consistent, culturally responsive, and sustainable discipline practices across the district.
Keywords: Positive discipline, school administration and supervision, teacher performance, administrative leadership.
DOI: http://doi.org/10.69651/PIJHSS0501741
Recommended citation:
Legario, N. B. (2026). The role of school administrators in implementing positive discipline in Elementary School Buenavista II District Schools, Division of Bohol. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8193-8206. http://doi.org/10.69651/PIJHSS0501741
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