The Use of Positive Discipline Strategies and the Behavioral Outcomes of Intermediate Pupils in the Palanas North District
DOI:
https://doi.org/10.65339/ijsair.V2.I2.566Keywords:
Behavioral Outcomes, Classroom Engagement, Positive Discipline, Self-Discipline, Teacher–Pupil Relationship, Responsibility, Respect, Corrective Strategies, Positive ReinforcementAbstract
This study investigated the implementation of positive discipline strategies and their influence on behavioral outcomes of intermediate pupils at Jose A. Abenir Sr. Elementary School in Palanas North District. The research was anchored on the principles of behavior shaping, social learning, and ecological influences on student development. Using a descriptive-quantitative design, data were gathered through structured survey questionnaires from selected teachers and pupils during the 2024–2025 school year. Findings revealed that teachers consistently applied classroom rules, positive reinforcement, corrective strategies, supportive teacher–pupil relationships, and fairness, which significantly enhanced pupils’ self-discipline, respect, classroom engagement, responsibility, and peer interaction. Positive discipline was positively correlated with improved behavioral outcomes, highlighting the importance of structured, consistent, and supportive classroom management. Challenges identified included resource limitations, class size, and parental involvement, which moderately affected implementation fidelity. Based on the results, a school-based intervention program was proposed to strengthen pupils’ behavior through positive discipline. The study contributes to improving classroom management, learner engagement, and social-emotional development. It aligns with SDG 4 (Quality Education) by promoting effective, inclusive, and supportive learning environments and SDG 3 (Good Health and Well-Being) by fostering psychosocial well-being. The findings support educational and institutional sustainability by providing evidence-based strategies to enhance pupil behavior, engagement, and collaborative practices within schools and the community.
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