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All Journal Radinka Journal of Science and Systematic Literature Review
Jya Nicole Sapong AGBAYANI
Humanities and Social Sciences Student (Department of Education), Liloan, National High School, Poblacion, Liloan, Cebu, Philippines
Agriculture, Biological Sciences & Forestry Computer Science & IT Decision Sciences, Operations Research & Management Mathematics Public Health

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Teachers’ Perception of Positive Discipline Intervention Support as Predictor of Effective Classroom Management Melbert C Suplaag; Ashley CUSTODIO; Jya Nicole Sapong AGBAYANI; Ailee Corbita Auman; Danyl Amir Enterina COLIFLORES
RADINKA JOURNAL OF SCIENCE AND SYSTEMATIC LITERATURE REVIEW Vol. 4 No. 2 (2026): Radinka Journal of Science and Systematic Literature Review
Publisher : Radinka Jaya Utama Publisher, Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/rjslr.v4i2.694

Abstract

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.
Co-Authors Ailee Corbita Auman Ashley CUSTODIO Danyl Amir Enterina COLIFLORES Melbert C Suplaag