World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), pp. 474-484
Lynden O. Baba & Glaisa Rowe C. Ramo
Malacbalac Elementary School
Claveria South District, Division of Masbate Province
Abstract – Education influences not only academic achievement but also behavioral and social development. This study explored the implementation of positive discipline measures from the perspectives of public elementary school teachers in the Claveria South District, Division of Masbate Province. A qualitative research approach with a phenomenological design was used to capture teachers’ lived experiences. Purposive sampling identified eleven teacher-participants who met criteria related to experience, training, and involvement in child protection initiatives. Data were collected through a semi-structured interview guide and analyzed using thematic analysis. The findings indicate that positive discipline is both challenging and transformative, requiring patience, emotional regulation, and adaptability. Two major themes emerged: positive discipline as a demanding yet beneficial practice, and the significance of consistency, collaboration, and reinforcement. Teachers identified structural challenges, including large class sizes, time constraints, diverse learner behaviors, and limited training and support. Despite these obstacles, teachers implemented proactive and relational strategies such as setting clear expectations, establishing routines, providing positive reinforcement, modeling appropriate behavior, and engaging parents. The study concludes that positive discipline fosters a supportive and respectful learning environment; however, its effectiveness depends on teacher competence and sustained institutional support. It is recommended that schools enhance professional development programs and establish adequate support systems, including manageable workloads and stronger home-school collaboration, to ensure the consistent and effective implementation of positive discipline measures.
Keywords: positive discipline measures, implementation, public elementary school teachers, perspectives, phenomenology
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