Teachers’ Perceived Seriousness and Strategy Selection in Managing Student Indiscipline in Elementary Education

Abstract

This study examines the alignment between teachers’ perceived seriousness of student indiscipline behaviours and their selection of behaviour management strategies. Using a descriptive survey design, data were collected from 160 elementary school teachers through a self-constructed questionnaire. Teachers assessed the seriousness of various indiscipline behaviours and indicated their preferred management strategies, including punitive strategies, non-punitive measures, and counselling and rehabilitation approaches. Frequency and percentage analyses reveal that teachers apply a graded perception of behavioural seriousness, distinguishing clearly between academic lapses, classroom disruptions, and behaviours involving aggression, safety risks, or moral violations. Importantly, the findings show a strong alignment between perceived seriousness and strategy selection; however, increasing seriousness does not result in proportional reliance on punitive measures. Instead, counselling and rehabilitation strategies dominate across all levels of seriousness, including behaviours perceived as highly serious. Punitive strategies remain secondary and limited in use. The results indicate that teachers’ disciplinary reasoning is proportional, rehabilitative, and reflective, reflecting a shift toward non-punitive and child-centred disciplinary orientations in elementary education. The study highlights the need for strengthening counselling competencies and institutional support systems to sustain effective non-punitive discipline practices.