Discipline Maneuver of Teachers and Social Flaws of Students in Public Elementary Schools

Abstract

Effective classroom discipline plays a critical role in shaping student behavior and overall learning outcomes, particularly in elementary education where foundational social skills are formed. This study aimed to examine the relationship between the discipline maneuver strategies employed by teachers and the social flaws exhibited by students in public elementary schools. Grounded in the importance of classroom management for promoting positive student development, the research employed a descriptive-correlational design conducted among 139 public elementary school teachers. Standardized survey questionnaires were utilized to gather data, which were then analyzed using mean, standard deviation, Pearson product-moment correlation, and multiple linear regression. The results revealed that teachers demonstrated a very extensive application of discipline maneuvers, while students were reported to exhibit moderately extensive social flaws. A moderate positive correlation was found between teachers' discipline strategies and students’ social flaws, indicating a meaningful association. Among the discipline maneuver domains, reward emerged as the strongest predictor of students' social flaws, followed by workout break, responsibility, and dignity. These findings underscore the importance of targeted classroom management practices that reinforce positive behavior while addressing students' social-emotional needs. The study recommends that school administrators implement supportive policies and programs, including professional development on effective discipline techniques, values education, and student leadership opportunities. Additionally, counseling services, peer mentoring, and financial assistance programs are suggested to mitigate the underlying factors contributing to student social issues.