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Chapter I
THE PROBLEM
Introduction
Discipline is a controlled behavior. It constitute the next important concern
for teachers as part of good management on disciplinary problems. No matter how
well-manage a learning environment is students will occasionally misbehave.
Teachers must be ready to deal with them with outmost care and consideration
(Basto, 2013).
Discipline is the bridge between goals and accomplishment (Tyothi, 2011). In
which serves as a guide to students. Hence, classroom management and mastering
order inside the classroom are the most important factors in educational process that
teaches need to be aware of so that proper discipline will be always observed inside
the classroom.
As a classroom concern, probems along the discipline consume much effort
and time and they are considered as sensitive, important and critical factors for the
teacher’s success or failure. The concept "classroom order" point to the learner’s
behavior discipline according to the followed systems rules, which facilitate the
process of classroom interaction towards achieving the planned goals (Marci and
Mustafa, 2009).
Discipline is one of the major areas of concern for teachers especially the new
ones, which refers to the order, is necessary in the classroom so that learning to occur
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effectively. Order is needed in the classroom to facilitate the teaching-learning
process.
The disciplinary problems existing in schools can be dealt with in two ways.
They are the frequency and varieties of disciplinary problems. In these two points of
view, the most variation appears to exist in Vocational High Schools among the school
types.
Studies on disciplinary problems among different school, types show that
vocational high schools (ML) reveal more varieties regarding disciplinary problems.
In order to be able to reduce the disciplinary problems in schools to the least,
periodical survey should be applied in schools and their results should be noted,and
be used as bases in solving the existing problems, rather than compelling disciplinary
methods, Creative, flexible techniques inclined towards finding solutions in
cooperation with families should be also preferred, essentially within teaching
process, for the productivity of teaching besides classroom management, students
should be given chances so that they can be active (Ustun, 2009).
Discipline, to be effective should be meaningful and sympathetic. The
students should know why they are called upon to conform to certain rules and
regulations. The importance and value of developing proper conduct in society
should be very clear to them. They should realize that developing desirable habits
would be of value in their future lives.
Discipline problems are cited as major concern for new teachers (Kellu, 2017).
Discipline is among the basic ingredients that play a crucial role in a school system.
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Disciplinary problems can also occur when a student refuses to obey rules of the
school and lack of it makes teaching difficult.
Disciplinary Problems can range from daydreaming, quarrelling, cheating,
inattentiveness to missing classes all together. Some factors behind these disciplinary
problems of students are family background, low follow up by parents, school
environment and peer pressure.
Discipline in schools has always been a major concern for teachers and
educators, especially when there have been indications that the problem is getting
worse rather than improving (Tan and Yuanshan, 1999). Moreover, lack of discipline
inside the classroom or school makes it difficult to teach effectively. One of the major
effects of student disciplinary problems on the teaching learning process is the poor
performance of both students and teachers.
Discipline is more than keeping order and following rules. In fact, the best kind
of discipline is self-discipline which is based on a sense of responsibility,
consideration for others and self-respect. However, before a student can feel
responsible for his own behaviors, he must first develop a sense of belonging. Only
when a student feels that he is a part of the class and of the school will he develop a
sense of responsibility. Therefore, the starting point of good discipline in schools is a
positive teacher-student relationship in which there is mutual respect and a sense of
shared responsibility (Tan and Yuanshan, 1999).
External factors also play crucial roles. According to Walker, Colvin, and
Ramsey (1995), antisocial, and aggressive learners generally come from home
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environments where their daily needs are not attended to. These includes not being
serve meals, not having an indicated time for going to bed, and lack of parental
control.
Overall, this study has substantial effects to impart onto people’s existing
knowledge about the disciplinary problems, types of disciplinary problems, and
causes of disciplinary problems on Senior High School of Ilocos Sur National High
School.
Statement of the Problem
Disciplinary problems are the burning issue of the world. One of the valid
reasons for the downgarde of the quality of education is the problem onclassroom
discipline. Maintaining good discipline in the class as well as in the school is one of
the most important aspects of teaching. Since the uncontrollable behavior of
students lessen the quality of education and hinders the teaching learning processes,
these problems are expected to be controlled with the joint effort of the school and
the community (Tirunish, 2015).
The number on disciplinary problems related issues motivated the
researchers conduct a study about it. Thus, this study seeks to assess the major
disciplinary causes, classroom management, and the disciplinary problems of
students in Senior High School (SHS) in Ilocos Sur National High School (ISNHS).
Especially now in the SHS of ISNHS wherein it has only begun this school year (2016-
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2017). The new environment, buildings, classrooms, classmates, teachers and
subjects might have caused disciplinary problems.
Research Questions
This qualitative study explored the need to have a deeper understanding
about the classroom disciplinary problems, types and causes of disciplinary problems.
Questions drove in the study includes the following:
1. Which among the following is being observed?
a) hitting student with fist or object without a cause
b) pushing other student in a line or their chairs during class discussion
c) bullying students
d) physical fights among students
e) destroying classroom equipment and materials
2. Among the following, which is the most frequent classroom problem do you
usually encounter?
a) whispering during class interaction
b) moving without permission during class discussion
c) talking or laughing when somebody is reciting and/or expressing ideas
d) transferring seat while lesson is going on
e) teasing students especially girls most of the time
3. Are there inappropriate respond between and among your students along the
following?
a) passing notes during class discussion
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b) making inappropriate responses in the middle of the lesson
c) rushing for a turn
d) waves his hand frantically in class test the teacher fails to see that he
knows everything
e) interrupts the teacher when he/she is bust with other students
4. What problems do you usually observe in terms of:
a) resentment when something done is not as he desires
b) stuffs, stones, sticks, in toilets, faucets and locks
c) shows a significant "I don't care" attitude towards school
d) never pays attention during class hours
e) tries to cheat on examination or tests
5. In your class, which of the following are predominantly exists among your
students?
a) Making inappropriate that are destructive
b) finding fault with a teacher's conduct and behavior
c) complaining about assignments or homework
d) belittles the work or output of other students
e) often give reasons to excuse own fault of conduct
Significance of the Study
The purpose of this study is to identify and know how teachers cope with the
different types of classroom disciplinary problems they encounter in their classes. It
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will give us what the teachers are experiencing in their classes when it comes to
discipline of the students during classes. This study will show what are the classroom
disciplinary problems teachers encountered by teachers and how they manage these
said problems during their classes.
In addition, the study might help in further understanding the struggles the
teachers are having with the disciplinary problems they encounter every day in their
classes.
Scope and Limitations
Ilocos Sur National High School is located along the Gomez Street, Vigan City,
Ilocos Sur. It is bordered by DIvine Word College of Vigan, University of Northern
Philippines, and Lyceum de Ilocos. The population of students and teachers are 565
students and 23 teachers in Senior High School.
The study was conducted in Ilocos Sur National High School in Vigan City. The
researchers had chosen this school because of the good variations when it comes to
environment and the high standard of teaching profession by the Teachers. The study
focused on the classroom disciplinary problems encountered by the Senior High
School teachers. The types of disciplinary problems, factors affecting the disciplinary
problems, and the practices of the Senior High School teachers when they encounter
such disciplinary problems.
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Operational Definition of Terms
For better and clearer understanding of the study, the following words are
defined in the context of the study:
Attention Seeker. The act of wanting to be at the center of attraction in a
crowd or group of people by waving hands, making noise and others to catch the
attention of others.
Challenge of Authority. The act of disobeying or going against someone with
authority, and not caring about any rules and regulations.
Critical Dissension. The act of criticizing someone else, finding fault to
someone’s actions, complains about tasks given and giving excuses to one’s own
fault.
Discipline. The practice of following or obeying the rules and regulations of an
establishment or someone with authority.
Peer Affinity. The act of clinging to others, teasing, mocking and laughing at
them.
Physical Aggression. The act of hitting someone or breaking things/objects
around a person with or without any valid reason or cause.
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Related Literatures and Studies
This section presents the review of the related studies pertaining to the
current research with variables covering the classroom disciplinary problems,
classroom management, causes of disciplinary problems. This section contains the
following areas related to this study:
1. classroom disciplinary problems;
2. classroom management, and
3. causes of disciplinary problems.
The study examined the disciplinary problems encountered by the Senior
High School (SHS) teachers. Since disciplinary problems are the ones that disrupt the
flow of the teaching and learning process happening inside the classrooms.
On Classroom Disciplinary Problems
Student misbehaviors such as disruptive talking, chronic avoidance of work,
clowning, interfering with teaching activities, harassing classmates, verbal insults,
rudeness to teacher, defiance, and hostility, ranging from infrequent to frequent,
mild to severe, is a thorny issue in everyday classroom. Teachers usually reported
that these disturbing behaviors in the classroom are intolerable and stress provoking,
and they had to spend a great deal of time and energy to manage the classroom.
Obviously, student misbehaviors retard the smoothness and effectiveness of
teaching and impede the learning of the student and his/her classmates. Moreover,
research findings have shown that school misbehavior not only escalated with time
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but also lowered academic achievement and increased delinquent behavior. To
lessen these immediate and gradual adverse effects of student misbehaviors, it is of
primary importance to identify what exactly are these behaviors inside classroom
(Sun, 2012).
In the literature, different terms have been used to describe problematic
behaviors of students. For instance, (Stewart, et. al., 1998) referred student
misconduct to disciplinary violations in school, for instance, tardiness, vandalism,
fighting, stealing, and drinking on campus. When there are explicit rules and
regulations in school and classroom, violation of these is apparently a “misbehavior
or misconduct or discipline problem.”
Nevertheless, a particular behavior is viewed as problematic may not
necessarily be rule breaking, but inappropriate or disturbing in the classroom setting.
For instance, daydreaming in class, not completing homework, talking in class, lesson
disruption, bullying, and rudeness to the teacher are named as “problem behaviors”,
“behavior problems, or “disruptive behaviors”.
These behaviors referred to “an activity that causes distress for teachers,
interrupts the learning process and that leads teachers to make continual comments
to the student”, or “the myriad activities which disrupt and impede the teachinglearning process”. Noting that school misconduct is one of the manifests of the
problem behavior syndrome, the term “problem behavior” was used to refer to all
externalizing behaviors that violate explicit rules or implicit norms, disturb the
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classroom order, and irritate the process of teaching and learning in this study (Sun,
2012).
On Classroom Management
Classroom management is frequently referred to as the number one
challenge student teachers face in their classrooms and "having control of the class
is one of the concerns that characterizes novice teachers" (Pineda and Frodden,
2008). Prada and Zuleta (2005) refer to classroom management, too, and highlight
the fact that most novice teachers are extremely concerned about the way they exert
control in the class.
According to Fontana (1997), "the feeling of insecurity to keep class control
in a thirty-student group turns threatening in the minds of most novice and
experienced teachers.” Children, considered a mass, could offer a threatening -even.
Classroom management is one of the most important aspects of a teacher’s daily
responsibilities. It is also one of the areas in which teachers are given the most
freedom.
Similarly, teachers can choose from a variety of classroom management
strategies based on their personalities and values as well as the personality of the
class. Classroom rules are often a teacher’s first step in classroom management.
Teachers must decide who will make the rules and how they will be taught to, the
students while also considering how the rules will be perceived by students,
(Anderson and Spaulding, 2007).
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Once rules have been established, teachers need to monitor student behavior
to ensure rules are being followed. Many teachers struggle to find a way to monitor
student behavior while still having time to devote to instruction of content.
Strategies such as self-monitoring (Rafferty, 2010; Vanderbilt, 2005) and daily
behavior report cards (Chafouleas, Riley-Tillman, and McDougal, 2002) are often
utilized to reach this balance. Many teachers also use a token economy reward
system to help manage the class.
With this strategy, students earn tokens for good behavior and accumulated
tokens can be exchanged for a reward (Anderson and Spaulding, 2007). Good
classroom management is essential to a productive classroom and it is up to each
teacher to discover which strategies work best for the current students in the class.
On Causes of Disciplinary Problems
Indiscipline acts in schools is not an obscure problem or phenomenon that it
causes cannot be ascertained. In fact, scholars have carried out extensive studies on
it and have been able to identify several factors that have led to its occurrence in our
institutions of learning being it locally, nationally and internationally.
For instance, Ozigi and Canlan (1979) as cited by Oyetubo and Olaiya (2009)
presented seven likely causes of the phenomenon in school and which include: (a)
the idea of democracy with its emphasis on the rights and freedom of the individual;
(b) the “generation gap” in ideas, beliefs and values about the nature of man, life and
society.
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There is a wide difference of opinion in these matters between the two
generations, the young and the old. (c) The high level of sophistication of young men
and women compared with that of the old generation. (d) The influence of the media
(i.e. the newspaper, the radio and television) which carry regular reports about
student’s power against authority. (e) The failure of the adults, both in society and at
school to set standards of good behaviors for young men and women to follow. (f)the
failure of many homes to provide basic and essential moral training in the upbringing
of the children and the failure of parents to set good examples’ and (g) the failure in
communication between young men and women insisting on their right and the
authorities who tend to see the issues involved simply from the “official” point of
view.
Also, on the part of Morongwa (2010), eight factors were identified as the
causes of indiscipline among secondary school students which among other things
include: Parental /home influence; Teachers / educators; Political, social and
economic factors; Learners with emotional problems; Head teachers / principals
factor; Influence of gender and race; and Public schools versus private schools.
The role of the educators in managing discipline is always crucial importance.
According to Mabeba and Prinsloo (1999), they said that the educators who do not
prepare their lessons thoroughly promote a negative self-esteem in learners, and this
promotes disciplinary problems.
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Moreover, the study was cnducted to understand the classroom disciplinary
problems encountered by Senior High School Teachers in terms of its types and
causes how they manage such problems situation.
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Conceptual Framework
The classroom disciplinary problems, the different types, causes and
classroom management. These shows that it has an effect on the teacher-student
learning system. In addition, the study is conducted in Ilocos Sur National High School
Senior High School Teachers.
As shown in Figure 1, all of the participants of the research. The researchers
tried to determine the organizational set-ups in the Classroom disciplinary problems,
the classroom disciplinary problems, and the causes of disciplinary problems. The
variables were assessed and validated through in-depth interviews, observations,
and documentary analysis.
DISCIPLINARY
PROBLEMS
Encountered
by Teachers
Figure 1. The Conceptual Framework
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Methods
This portion presents a discussion of the research design, the sample of the
study, data gathering tools, procedures, data analysis and ethical issues that are used
in the conduct of the study.
Research Design
This study used the case study method, on the types of disciplinary problems
encountered by the Senior High School (SHS) Teachers were understood. The cases
focused on these variables of the study which as follows: 1.) disciplinary problems,
2.) types of disciplinary problems, 3.) the disciplinary problems encountered by SHS
Teachers.
The study explored how the teachers manage the disciplinary problems. The
researchers further examined the types of disciplinary problems and what are the
common problems encountered by SHS Teachers. The similarity and differences of
the disciplinary problems encountered by SHS Teachers were clearly understood. The
researchers conducted in-depth semi-structured interview to some teachers to verify
their prospect along the study.
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Study Locale and Informants
The study was conducted at the Senior High School (SHS) of Ilocos Sur
National High School (ISNHS), a large integrated secondary high school in Vigan City,
providing different opportunities to the students along academics and co-curricular
activities for their future. One of the few high schools in Vigan City offering Senior
High School (SHS) Program.
Among the teachers in the different track/strand in the SHS, 15 Teachers were
purposely selected for the study: 10 boys and five girls. The distribution of the
informants is presented in table 1.
Table 1: Profile of Informants
Informants
Occupation
Track/Strand
Status
A
Teaching
ABM
Married
B
Teaching
STEM
Single
C
Teaching
Academics/TVL
Single
D
Teaching
HUMMS
Single
E
Teaching
TVL
Married
F
Teaching
ABM
Married
G
Teaching
TVL
Married
H
Teaching
STEM
Single
I
Teaching
ABM
Single
J
Teaching
TVL
Single
K
Teaching
TVL
Married
L
Teaching
TVL
Married
M
Teaching
ABM
Married
N
Teaching
TVL
Single
O
Teaching
GAS
Married
The profile of the fifteen (15) informants include their track/strand and their
civil status. All of them are SHS Teachers and were varied in terms of the given
profile/variables.
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Qualitative researchers usually work on a small number of nonrepresentation
cases of respondents selected to fulfil a given quota. Avilla (2016) Supports the idea
qualitative research follows a certain sample size in the use of the subjects or
respondents of the study.
Informants were selected for this study through careful consideration based
on the following criteria:
1) should be a Senior High School Teacher;
2) a regular Teacher of Senior High School; and
3) willingness to help for the study.
Data Gathering Procedure, Tool and Analysis
In qualitative research and qualitative studies, the main instrument is the
researcher him or herself. The researcher observes, takes notes, talks to people, etc.
All of these are skills that need to be learned (Delamont, 2004). Qualitative data is
when descriptive statements can be made about a subject based on observations,
interviews or evaluations.
Qualitative research involves the collection, analysis, and interpretation of
data that are not easily reduced to numbers (Anderson, 2013). Qualitative Data
Analysis (QDA) is the range of processes and procedures whereby we move from the
qualitative data that have been collected into some form of explanation,
understanding or interpretation of the people and situations we are investigating.
QDA is usually based on an interpretative philosophy (Lewins, Taylor, Gibbs, 2010).
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In addition, data collection enables a person or organization to answer
relevant questions, evaluate outcomes and make predictions about future
probabilities and trends. Yin (2009) state the some overriding principles are
important to any data collection effort in doing case studies. These include the use
of a) multiple sources of evidence b) a case study database c) a chain of evidence.
Interviews
There are three fundamental types of research interviews: structured, semistructured and unstructured. Structured interviews are, essentially, verbally
administered questionnaires, in which a list of predetermined questions are asked,
with little or no variation and with no scope for follow-up questions to responses that
warrant further elaboration (Gill, 2008).
Interviews provide
in-depth
information
pertaining to participants'
experiences and viewpoints of a particular topic (Turner III, 2010). Semi-structured
interviews are used to understand how interventions work and how they could be
improved. It also allows respondents to discuss and raise issues that you may not
have considered.
In some situations, the interviews asked the respondents to offer their own
insights into certain occurrences and may use such propositions as the basis for be
inquiry (Yin, 1994). In the method, the researchers must be allowed to follow-up
interview questions when interview is going on for the clarity or further investigation
on the study. In this case study, the teachers of Senior High School (SHS) must
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participate in the interviews to share their views, insights and experiences pertaining
to the topic under study.
Data Analysis
For the analysis of the study, transcriptions of the audio recording are all
done; and extractions from interview were done to further elicit the information
obtained from the respondents.
Content analysis is used on the data gathered through the interviews.
Content analysis, a procedure for the categorization of verbal or behavioral data, for
purposes of classification, summarization and tabulation. Content analysis involves
coding and classifying data, also referred to as categorizing and indexing and the aim
of context analysis is to make sense of the data collected and to highlight the
important messages, features or findings.
Cross-examination of the cases with similar profiles, but different settings,
provided insights into diverse ways of conceptualizing initiatives. When a pattern
from one data type is corroborated by the evidence of the another, the finding is
stronger. When evidence conflicts, deeper probing of the differences is necessary to
identify the cause or source of conflict. In all cases, the researchers treats the
evidence fairly to produce analytic conclusions answering the original "how" and
"why" research questions. This analysis helped create an effective knowledge base
for working toward the goal to determine how beliefs and instructional practices of
culturally relevant educators compare (Yin, 2003).
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Working with the data, one describes, creates explanations, poses
hypotheses, develops theories, and links the story to other stories (Glesne, 2006). In
using cross-case analysis. Khan and Van Wynsberhe (2008) suggest that it facilitates
that comparison of commonalities and difference in the events, activities, and
processes that are the units of analyses in case studies. By identifying similarities and
differences, the researchers seek to provide insight into the issues. Studying cases
make it possible to build a logical chain of evidence (Welker, 2004). We use the across
analysis to seek a chain of evidence for the relationship studied from the case data
(Yin, 1994; Miles and Huberman, 1994).
Ethical Issues
In order to ensure that the results of the study to be valid and trustworthy,
the ethical principles in conducting a research study were observed by the
researchers. They were as follows: a.) honesty in all scientific communications; b.)
objectivity to avoid bias in the research methods; respect for intellectual property by
honoring patents and copyrights; and c) confidentiality to protect communications
and personal information of the informants.
Thus, during the casual interview, one of the researchers acted as the facilitator while
the others did the note taking activities. To ensure the truthfulness of the recording,
the informants validated the note taking done. After which, the respondents signed
the informed consent to show that they affirmed to the correctness of the recorded
information of the researchers.
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Chapter II
PRESENTATION, ANALYSIS AND DISCUSSION
This chapter presents the discussions of the research questions along the
classroom disciplinary problems, types of disciplinary problems and causes of
disciplinary problems among the Senior High School Teachers in Ilocos Sur National
High School.
On Classroom Disciplinary Problems
The informants elicited their understanding on what are the classroom
disciplinary problems they encountered inside the classroom. The informants are the
Senior High School (SHS) Teachers of Ilocos Sur National High School. The SHS
Teachers unanimously answered that they encounter many disciplinary problems in
the classroom.
Taken singly, informant E stated that most of student's they observed inside
the classroom are “not paying attention during discussion of the lesson” and in most
cases “failure to submit the requirements.” He also made mentioned on the parts of
students that “they are not showing a sense of responsibility to repair for the damage
things in their classroom” and the students should show initiative to repair these.
To further analyze the findings, some classroom disciplinary problems they
encountered of teachers are stressful for them. Moreover, according to informant O,
she stated that the students she has encountered on SHS “have no interest during
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discussions” and that “they cheat during examination.” In addition, she made
mention that what is usually observed in the classroom is that “some students push
others in a line” or “disarrange their chairs during class discussion.”
The effects on the teachers that are using disciplinary practices for both
behavioral and academic reasons are usually stressful. Collectively, the reasons for
employing disciplinary practices are the misbehaviors at the time of teaching and at
the time of activities, bad habits, character problems, noise in the class, not doing
homework, and destruction of school property.
This could primarily be the reasons why Ilocos Sur National High School’s
identity is degraded in terms of discipline. Disciplining the behaviors is one of the
crucial problems of the school.
In fact, according to Masekoameng (2010), there are indeed existed
disciplinary problems in the Senior High School. These problems caused by factors
relating to the learners, to their parents, the educators, as well as to the school
principal. The impact of lack of discipline on educator morale included anger,
irritability, tiredness, loss of control, and expressing the wish to leave the teaching
profession.
On Types of Disciplinary Problems
The informants cited about the types of disciplinary problems, which is
physical aggression, peer affinity, attention seeker, challenge of authority and critical
dissensions. The informants unanimously provided information about the vision and
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mission of the standards in the types of disciplinary problems. They further
elaborated the types of disciplinary problems on the Senior High School.
On physical aggression, the informants collectively answered that there are
not too much problems encountered in terms of physical aggression, however there
are still some problems that are caused by the students.
Taken singly, informant B stated that the only he usually observed on the
Senior High School that most of the “students are already mature but sometimes they
make on of their classmates or two subjects for ridicule or amusement”, which is the
most common problem encountered by teachers. On the other hand, informant O
stated also that she usually observed in “students that they push other student in a
line or their chairs during class discussion” as the main problem in physical
aggression.
The findings show that the students in the SHS are more matured as compare
to the students in the Junior High School (JHS). Hence, they already know how to
handle misunderstandings and conflicts.
The findings conform to what Taylor, Davis-Kean, and Malanchuk (2007) said
that they observed how student’s self-concept, self-esteem, and levels of aggression
affected their performance in school. From the information, there appears to be a
relationship between aggression and academic self-concept; children without
internalized academic goals do not do as well in school as those who create internal
motivation.
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On peer affinity, the SHS teachers unanimously answered that there are many
problems being encountered in the classroom in terms of peer affinity. Taken singly,
informant O stated that the most frequent problem they encountered on their
students was that they “talking or laughing when somebody is reciting or expressing
idea.” Moreover, informants E and I stated that, “the most frequent problem they
encountered was whispering to other students during class discussion and moving
without permission even the lesson is going on.” They added, “this distracts the
momentum of the teachers and also distracts the flow of the discussions.”
This implied that there are many problems being encountered in terms of
peer affinity because the students intermingle with their peers, friends, and students
during discussions. This could be the primary reason why the teacher encounter such
problems.
Actually, According to Michael and Conger (2009) and Shookhoff (2006),
affinity groups are defined as small groups organized by common ideology, shared
concerns, shared attributes, or beliefs. In addition, according to Hoxby (2002), peer
affinity effects exist at school, a school-finance and control is currently absorbed with
the questions of whether students are affected by the achievement of the students.
Peer affinity affects also the students by a school-finance system that encourages an
efficient distribution of peers among all schools will make society’s investments in
student learning more productive
On attention seeker, the informants answered that mostly, the students
interrupt the teacher when discussions is ongoing. Taken singly, informant G
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discussed about the inappropriate response of the students in Senior High School
Students. In addition, he observed that "the students interrupts the teachers when
she is bust with other students” and also informant B said that “that most of students
have inappropriate responses in the middle of the lesson and some of them are even
sarcastic.”
Based from these, some of the students in the Senior High School are
attention seekers, which means that they grab the attention of the class by doing
inappropriate and unnecessary things as the discussions are ongoing. Thus, the
teachers need to employ disciplinary actions for such students. This findings comfort
to what Gordon (2014) said, that the excessive attention seeking is not a character
flaw. It is a brain wiring response to early developmental trauma caused by neglect.
On challenge of authority, the informants collectively agreed that the
students show no interest during class discussions, and that they usually cheat during
examinations. Taken singly, informant E’ discussed on the problems they observed
on the Senior High School, he mentioned, “most of students never pays attention
during class hours and tries to cheat on examinations or tests”.
Moreover, informant G stated about the problems on the challenge of
authority of student on the Senior High School. He stated that “most of students do
not even do their requirements especially when they are not interested in their
output and the result of it is not that good”. Lastly, informant F stated that “most of
the student never pay attention during class hours.”
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
27
This could primarily be the reason why the students do not really excel in their
respective subjects. Since, they are not interested in the class discussions, their
attention is not really focused on the lessons instead they think of other things. That
is why they do not understand the lessons. As a result, they have lower remarks.
Actually, according to Jordan and Anil (2009), the challenge to the power and
authority of the teachers are disproportionately borne by students of colors, males,
and students from low-income from families
On critical dissension, the informants similarly answered that the students
usually blame the teachers for the misconducts, and that the students are very
resistive to the activities and homework. Taken singly, informant H, E and O have
same observations on the critical dissension aspect. They said that most
predominantly exist among their students is that “they often given reasons to excuse
own fault of conduct and complains about assignment or work.” Meanwhile,
informants H and O similarly asserted that “the students find fault with a teacher’s
conduct and behavior” and that the students “always complain about assignments,
activities, homework, and examinations.”
It can be implied from these that usually, the students make criticisms that
are destructive, and that they are resistive to activities, homework, and examination
that results to the less learnings that obtain during class discussions.
Based on observation on the SHS students, most of students acting critical
dissension that are callous to them. Thus, we are concerned to this problem to solve
and implement a new way to figure out this some problems on SHS in ISNHS.
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
28
On Causes of Disciplinary Problems
The informants provided their views and thoughts on what are the causes of
disciplinary problems. The informants unanimously agreed that there are different
causes of disciplinary problems by students. Taken singly, Informant H emphasized
that the causes of disciplinary problems are “the lack of curiosity of the subject or
lesson” and an, “I do not care attitude towards school”.
Moreover, as said by informant C that one cause of disciplinary problems is
“behavioral differences between students and teachers.” Furthermore, informant B
stated that “students might misbehave in the classroom for several reasons: physical
problems, special needs, craving attention, boredom or a lack of teacher
engagement.”
However, it is perfectly natural for students to get restless occasionally, but if
it is a common and disruptive problem, the underlying cause must be addressed.
Nevertheless, it is implied that there are variety of reasons why the students have
disciplinary problems. The reasons of one student for doing unnecessary things might
differ from the reasons of other students.
This findings comfort to what Rhalmi (2010) said, that there are many causes
of indiscipline. Indiscipline maybe caused by teachers who favor some students in
their teaching and classroom management, the rules are not enforced, lack of
communication, teacher-student relationship, lack of leadership, lack of motivation,
bad habits.
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
29
Chapter III
SUMMARY, CONCLUSION AND RECOMMENDATION
This portion of the study presents the summary of findings, conclusion of
the results and the recommendations of the study for policy recommendation to
the concerned authorities.
Summary
The study focused to the determination of the disciplinary problems
encountered by Senior High School (SHS) teachers along the following variables:
nature of disciplinary problems, types of disciplinary problems and the causes of
disciplinary problems. The main purpose of the study is to document disciplinary
problems observed among the SHS students.
Moreover, the study used an availability sampling among the informants of
the teachers in SHS in Ilocos Sur National High School. The case study analysis
approach was employed.
The results of the study indicated the following findings: 1) on disciplinary
problems, the informants unanimously agreed that there are indeed disciplinary
problems existed in SHS; the problems were caused by factors relating to the
learners, their parents, the teachers, as well as to the school principal; and the impact
of a lack of discipline includes anger, irritability, tiredness, loss of control, and others
to SHS teachers; 2) on disciplinary problems, the researchers found out that there
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
30
are disciplinary problems such as the teachers usually spend a lot of time in managing
the classroom; they encounter stress provoking and intolerable acts; affects
teaching-learning or the styles of teaching their teachers used; and affect the
academic achievements of the students; 3) on types of disciplinary problems, the
informants mostly stated that there are many classroom disciplinary problems, which
as follows, they encounter physical aggression, peer affinity, attention seeker,
challenge of authority and critical dissension; and 4) on causes of disciplinary
problems, the informants stated that there are many causes of student disciplinary
problems like personal reasons, lack of curiosity of the subject, behavioral differences
between teachers and students, special needs, boredom, and lack of interest in the
concept of learning or school itself.
Conclusion
Based on the objectives and findings of the study the conclusions were made.
It is evident from the research findings that the commonly observed student
disciplinary problems of Senior High School Students of Ilocos Sur National High
School were identified as cheating on tests, using mobile at school, lateness, missing
class, absenteeism and leaving the school.
Generally, the researcher concludes that different kinds of students’
disciplinary problems are exhibited in Senior High School of Ilocos Sur National High
School. The pushing factors behind school level disciplinary problems were the
cumulative effects of school environment, family background, and loose parent
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
31
control. Parents and schools share the responsibility of promoting values and
standards that we hope will help younger people to establish sound behavioral codes
for their lives. It is important that parents work in cooperation with their child’s
school, and not just leave the school alone in the dark. Discipline problems can be
treated with much more effective way, if both parties could share similar and ideal
vision, which leads to prolific missions.
In closing, the classroom disciplinary problem, types of disciplinary problems,
causes of disciplinary problems is the major problems on Senior High School (SHS) of
Ilocos Sur National High School (ISNHS). Thus, the findings of the study serve as an
eye-opener to the students and also the teachers to regulate, maintain and to uphold
the classroom disciplinary problems on SHS of ISNHS. Furthermore, this study serves
as informational outlook for the students and teachers on SHS, for the future
progressive of the School and as a whole, for ISNHS.
Recommendation
Based on the conclusions drawn, the following recommendations are
forwarded: supervisors, principals and head of departments should be committed to
ensure the classroom operation in a professional manner. Thus, teacher provides
lesson that are relevant and of high interest, respects individual differences, provides
a positive classroom environment, establishes high expectations for achievement
and respects the rights of individuals.
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
32
Clear and broad-based rules. Rules, sanctions, and procedures are developed
with input from students, are clearly specified, and are made known to everyone in
the school.
Delegation of discipline authority to teachers. Principals in well-disciplined
schools take responsibility for dealing with serious infractions, but they empower
teachers to handle routine classroom discipline problems.
Keep your students engaged. The more engaged your students are in learning,
the less they will cause problems.
The role of management for the disciplinary is important, this simply means
that the question of school and classroom management should be investigated to
make sure that the situation in the classrooms and the schools are conductive to
effective teaching and learning.
On the disciplinary problems; physical aggression, peer affinity, attention
seeker, challenge of authority, critical dissension of students. The teachers must
handle or manage it these types of disciplinary problems to lessen or avoid some
disciplinary problems on the Senior High School of Ilocos Sur National High school.
And there should be an acquaintance party for Senior High School students.
Furthermore, further researchers should ponder and focus on the classroom
Disciplinary problems on Ilocos Sur National High School. Lastly, further studies
should be conducted involving other variables not included in the study.
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
33
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ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
APPENDICES
38
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
Appendix A
LETTER OF REQUEST
39
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
Appendix B
INFORMED CONSENT
40
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
41
Appendix C
INTERVIEW QUESTIONNAIRE
1. Which among the following is being observed?
a) hitting student with fist or object without a cause
b) pushing other student in a line or their chairs during class discussion
c) bullying students
d) physical fights among students
e) destroying classroom equipment and materials
2. Among the following, which is the most frequent classroom problem do
you usually encounter?
a) whispering during class interaction
b) moving without permission during class discussion
c) talking or laughing when somebody is reciting and/or expressing ideas
d) transferring seat while lesson is going on
e) teasing students especially girls most of the time
3. Are there inappropriate respond between and among your students along
the following?
a) passing notes during class discussion
b) making inappropriate responses in the middle of the lesson
c) rushing for a turn
d) waves his hand frantically in class test the teacher fails to see that he
knows everything
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
42
e) interrupts the teacher when he/she is bust with other students
4. What problems do you usually observe in terms of:
a) resentment when something done is not as he desires
b) stuffs, stones, sticks, in toilets, faucets and locks
c) shows a significant "I don't care" attitude towards school
d) never pays attention during class hours
e) tries to cheat on examination or tests
5. In your class, which of the following are predominantly exists among your
students?
a) Making inappropriate that are destructive
b) finding fault with a teacher's conduct and behavior
c) complaining about assignments or homework
d) belittles the work or output of other students
e) often give reasons to excuse own fault of conduct
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
43
Appendix D
SAMPLE TRANSCRIPTION
Question: What are the classroom disciplinary problems encountered by Senior High
School Teachers?
Answer: On the part of students, student is not paying attention during discussion of
the lesson and most cases failure to submit the needed requirements, like projects.
The sense of responsibility of the part of student, they are not showing sense of
responsibility to repair the things damage on their classroom. Thus, the students
should show initiative to repair the damage door
Question: Which do you usually observed in your class?
Answer: They moving chairs to one another, pushes other in a line or their chair
during class discussion
Question: Which is the most frequent problem do you usually encountered?
Answer: the whisper to other students during class discussion, moves without
permission even the lesson is going on, talk or laugh when somebody is reciting or
expressing ideas and last often changes seat while lesson is going on
Question: Are there inappropriate respond between and among your students?
Answer: makes inappropriate respond in the middle of the lesson and interrupts the
teacher when he/she bust with the student.
Question: What problems do you usually observed?
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
44
Answer: In my class the student is not paying attention during class hours and tries
to cheat in examination
Question: In your class, which are predominantly exists among your students?
Answer: In my class, the students complain about assignments or homework and
make criticisms that are destructive.
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
CURRICULUM VITAE
45
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
CURRICULUM VITAE
Personal Profile
Name
:
LAURENCE BUROG PILIEN
Permanent Address
:
San Julian West, Bantay, Ilocos Sur
Date of Birth
:
June 23 2000
Civil Status
:
Single
Citizenship
:
Filipino
Religion
:
Roman Catholic
Father
:
Mr. Loreto G. Pilien
Mother
:
Mrs. Aniceta P. Burog
Parents
Educational Background
Elementary
:
Bantay East Central School
Zone 5, Bantay, Ilocos Sur
(2005-2012)
Junior High School
:
Ilocos Sur National High School
Gomez Street, Barangay 7, Vigan City
(2012-2017)
Senior High School
:
Ilocos Sur National High School
Gomez Street, Barangay 7, Vigan City
(2016-2017)
Secondary
46
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
CURRICULUM VITAE
Personal Profile
Name
:
JED HEFNER FLANDEZ RABANG
Permanent Address
:
Ayusan Norte, Vigan City
Date of Birth
:
July 23, 2000
Civil Status
:
Single
Citizenship
:
Filipino
Religion
:
Roman Catholic
Father
:
Mr. Froilan Jose A. Rabang
Mother
:
Mrs. Glenda F. Rabang
Parents
Educational Background
Elementary
:
Divine Word College of Vigan
Burgos Street, Vigan City
(2005-2012)
Junior High School
:
Ilocos Sur National High School
Gomez Street, Barangay 7, Vigan City
(2012-2016)
Senior High School
:
Ilocos Sur National High School
Gomez Street, Barangay 7, Vigan City
(2016-2017)
Secondary
47
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
CURRICULUM VITAE
Personal Profile
Name
:
JESTONI ABON RIMALOS
Permanent Address
:
Lubong, San Vicente, Ilocos Sur
Date of Birth
:
June 26, 2000
Civil Status
:
Single
Citizenship
:
Filipino
Religion
:
Roman Catholic
Father
:
Mr. Victor R. Rimalos
Mother
:
Mrs. Leilani A. Rimalos
Parents
Educational Background
Elementary
:
San Vicente Integrated School
Poblacion, San Vicente, Ilocos Sur
(2005-2012)
Junior High School
:
Divine Word College of Vigan
Burgos Street, Vigan City
(2012-2016)
Senior High School
:
Ilocos Sur National High School
Gomez Street, Barangay 7, Vigan City
(2016-2017)
Secondary
48