Title:
PERCEPTIONS ON CLASSROOM DISCIPLINE MANAGEMENT OF INTERMEDIATE LEARNERS AND TEACHERS: BASES FOR AN ENHANCED CLASSROOM DISCIPLINE PROGRAM

Authors:
Mergelyn Amor Narciso Palomer, Philippines

Abstract:
This study determined the perceptions of classroom discipline management among 116 intermediate learners and 116 teachers in the Cabangan District, Schools Division of Zambales during the School Year 2023-2024. A quantitative-descriptive method was employed, utilizing a validated questionnaire for data collection. The study examined the perceived classroom discipline management of intermediate learners and teachers, as well as the implementation of discipline across various dimensions. The research revealed that intermediate learners were perceived to have disciplined classroom management, with consistent observations across dimensions such as fairness, communication, learning environment, and involvement. Intermediate learners also perceived the implementation of discipline in areas such as clarity of rules, consistency in discipline measures, effective communication, and support mechanisms. Similarly, teachers implemented classroom discipline across multiple dimensions. No significant difference was found in the perceived implementation of classroom discipline between intermediate learners and teachers across all dimensions. The computed asymptotic significance values supported the acceptance of the null hypothesis. Although a very low positive and significant correlation was identified between perceived classroom discipline management among intermediate learners and the implementation of discipline, particularly regarding clarity of rules, consistency in discipline measures, effective communication, and support systems, the null hypothesis was rejected. This suggests that although a correlation exists, it is minimal. Consequently, an enhanced program for classroom discipline management for intermediate learners has been developed to address these findings and improve the overall disciplinary environment.