Teachers’ Perception of Positive Discipline Intervention Support as Predictor of Effective Classroom Management
DOI:
https://doi.org/10.56778/rjslr.v4i2.694Keywords:
Keywords Positive Discipline Intervention Support, Classroom Management, Descriptive-Correlative Design, Liloan National High SchoolAbstract
This study examined the influence of teachers’ perceptions of positive discipline intervention support on their classroom management at Liloan National High School, Poblacion, Liloan, Cebu, Philippines during the academic year 2025–2026, serving as a basis for a targeted action plan. Employing a descriptive-correlative research design, the study involved 50 teachers selected through convenience sampling who completed an adopted questionnaire to assess their implementation levels of support and classroom management, as well as the relationship between them. The findings revealed that teachers highly implemented positive discipline intervention support across dimensions such as clarity of rules and expectations, consistency in applying positive discipline measures, effectiveness in conveying information, and support mechanisms. Furthermore, teachers perceived their classroom management as usually effective across dimensions, including discipline, lesson organization, lesson interaction, teacher-student personal communication, and the psychological and social classroom environment. The results also established a significant association between positive discipline intervention support and effective classroom management, indicating that structured positive discipline practices substantially enhance classroom outcomes and serving as an empirical foundation for the proposed action plan.
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