POSITIVE DISCIPLINE, CLASSROOM MANAGEMENT, AND ACADEMIC PERFORMANCE IN ELEMENTARY SCHOOLS WITHIN PILA SUB-OFFICE

Abstract

This study investigated the relationship between teachers’ implementation of positive discipline, classroom management strategies, and pupils’ academic performance in public elementary schools within the Pila Sub-Office, Laguna. Grounded in Bandura’s Social Learning Theory, Restorative Justice Practices, and Vygotsky’s Sociocultural Theory, the research aimed to determine how positive discipline in everyday teaching and classroom management influence learners’ academic achievement. A quantitative correlational design was employed, involving 118 intermediate-level teachers selected through simple random sampling. Data were collected using a validated researcher-made questionnaire and analyzed using descriptive statistics and regression analysis. Findings revealed that teachers demonstrated a very high level of implementation of positive discipline across all dimensions, including problem-solving, recognition of individual differences, understanding child development, child rights principles, and pedagogical practices. Classroom management strategies—particularly in terms of student-teacher relationships, consistency, perseverance, and restorative practices—were also employed at a very high level. Learners’ academic performance was generally high, with most pupils achieving Very Satisfactory and Outstanding ratings. Regression results showed that both positive discipline and classroom management significantly influenced pupils’ academic performance. The study concludes that integrating positive discipline with effective classroom management fosters a supportive and structured learning environment that enhances academic outcomes. It is recommended that schools strengthen continuous professional development programs to sustain and further improve these practices.

Keywords: Positive Discipline; Classroom Management; Academic Performance; Elementary Education; Teacher Practices