Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 12 no. 10 (2023)

Philippine Public School Values Education Teachers’ Experiences in Classroom Positive Discipline: A Phenomenological Inquiry

Charlene Escobal | Ma. Sarah Arboleda | Jenny Ann Jarina | Las Johansen B. Caluza

Discipline: Education

 

Abstract:

This study seeks to explore how positive discipline is implemented in the classroom and how it affects student conduct. Its participants are teachers of Values Education in Philippine public schools. The lived experiences of Filipino public school teachers teaching Values Education regarding applying positive discipline in their classrooms were explored as part of this phenomenological study. Semi-structured interviews were used to gather the data, which was then analyzed utilizing Colaizzi’s approach. The following three primary themes emerged from the findings: the significance of positive discipline, the difficulties in putting positive discipline into practice, and the advantages of positive discipline. Instructors emphasized the importance of creating a warm, respectful environment in the classroom where students are motivated to take responsibility for their actions and learn from their mistakes. The absence of institutional and family support they faced, as well as the challenge of balancing compassion and punishment, were some of the challenges they faced. This study sheds light on how positive discipline is applied by Values Education teachers and how it affects students' conduct. The findings highlight the need of creating a welcoming atmosphere for learning in the classroom that puts a focus on respect, fairness, and teamwork to promote children's good behavior and academic achievement.



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