Border Body Pages Final

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

Chapter I

THE PROBLEM

1

Introduction

Discipline is controlled behavior. It constitute the next important concern for teachers as part of good management on disciplinary problems. No matter how wellmanage 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 addition, discipline is also a guide to students. The classroom management and mastering order inside the classroom are the most important factors in educational process and basic problems, which face the teacher, since teacher complain about mastering the order and the disciplinary problems.

Inside the classroom, and it consumes much effort and time, and they are considered as sensitive, important and critical factors for the teacher’s success of failure in his tastes. 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. Discipline refers to the order, which is necessary in the classroom for students learning to occur effectively. Order is needed in the classroom to facilitate the teaching-learning process.

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 2

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.

It can be said that, among the school types studied as to disciplinary problems not very big differences were found, and 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, in solving the existing problems, rather than compelling disciplinary methods, creative, flexible techniques inclined towards finding solutions in cooperation with families should be 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 ingredient that plays a crucial role in a school system.

Disciplinary problems can also occur when a student refuses to obey rules of the school and lack of it makes teaching effectively 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).

And also from the factor outside on the school play a role. According to

Walker, Colvin, and Ramsey (1995), antisocial, and aggressive learners generally come from home environments where their daily needs are not attended to. This

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 4 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 lowering of the quality of education is the problem of classroom discipline. Maintaining good discipline in the class as well as in the school is one of the most important aspects of teaching. Because 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 others student’s disciplinary problems related issues initiated the researchers to do research on 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-

2017). The new environment, buildings, classrooms, classmates, teachers and subjects may cause disciplinary problems.


Research Questions

5

This qualitative study explored the need to a deeper understanding about the classroom disciplinary problems, types of disciplinary problems and causes of disciplinary problems. Questions drove in the study includes the following:

1.

Which do you usually observe in your class? a) hits another student with fist or object without a cause b) pushes other student in a line or their chairs during class discussion c) bullies other student particularly smaller than himself d) always fights or quarrels with other student e) breaks or destroy the things in the classroom and/or other student

2.

Of the following, which is the most frequent problem do you usually encountered? a) whispers to other students during class interaction b) moves without permission even the lesson is going on c) talks or laughs when somebody is reciting and/or expressing ideas d) often changes seat while lesson is going on e) teases other students especially girls most of the time

3.

Are there inappropriate respond between and among your students along the following? a) passes notes as the lesson is going on b) makes inappropriate responses in the middle of the lesson c) rushes to be the first at every turn

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 6 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) shows 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) makes criticism that are destructive b) finds fault with a teacher's conduct and behavior c) complains 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 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

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 7 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 Devine 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 fact prove of the K-12 implementation it was good for the students because they will be ready and prepare for college.

The study was conducted in Ilocos Sur National High School in Vigan City. The researchers chosen this school because of their good variations when it comes to environment and the high standard of teaching profession of 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 these disciplinary problems.


Operational Definition of Terms

8

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.


Related Literatures and Studies

9

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

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 10 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

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 11 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).


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.


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.


Moreover, the study was undertook to understand the classroom disciplinary problems encountered by Senior High School Teachers in terms of the, disciplinary problems, types of disciplinary problems and the causes of disciplinary of disciplinary problems on Senior High School of Ilocos Sur National High School.


Conceptual Framework

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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


Methods

16

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.


Study Locale and Informants

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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

A

B

C

D

E

F

G

H

I

Occupation

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Track/Strand

ABM

STEM

Academics/TVL

HUMMS

TVL

ABM

TVL

STEM

ABM

Status

Married

Single

Single

Single

Married

Married

Married

Single

Single

J

K

L

M

Teacher

Teacher

Teacher

Teacher

TVL

TVL

TVL

ABM

Single

Married

Married

Married

N

O

Teacher

Teacher

TVL

GAS

Single

Married

The profile of the fifteen (15) informants include their track/strand and their civil status. Taken singly, all of them are SHS Teachers and were varied in terms of these studies.


Qualitative researchers usually work on a small number of nonrepresentation cases respondents selected to fulfil a given quota. Avilla (2016) is in support to this that 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).


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

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 20 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).


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.


Chapter II

PRESENTATION, ANALYSIS AND DISCUSSION

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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

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 23 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

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 24 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.


On peer affinity, the SHS teachers unanimously answered that there are many problems 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 “talk or laugh 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 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

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 26 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.”


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.


On Causes of Disciplinary Problems

28

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.


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.

29

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.


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.

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.


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APPENDICES


Appendix A

LETTER OF REQUEST

39


Appendix B

INFORMED CONSENT

40


Appendix C

INTERVIEW QUESTIONNAIRE

1.

Which do you usually observe in your class? a.

hits another student with fist or object without a cause b.

pushes other student in a line or their chairs during class discussion c.

bullies other student particularly smaller than himself d.

always fights or quarrels with other student

41 e.

breaks or destroy the things in the classroom and/or other student

2.

Of the following, which is the most frequent problem do you usually encountered? a.

whispers to other students during class interaction b.

moves without permission even the lesson is going on c.

talks or laughs when somebody is reciting and/or expressing ideas d.

often changes seat while lesson is going on e.

teases other students especially girls most of the time

3.

Are there inappropriate respond between and among your students along the following? a.

passes notes as the lesson is going on b.

makes inappropriate responses in the middle of the lesson c.

rushes to be the first at every 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 e.

interrupts the teacher when he/she is bust with other students

4.

What problems do you usually observe in terms of: a.

shows resentment when something done is not as he desire 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

42

5.

In your class, which of the following are predominantly exists among your students? a.

makes criticism that are destructive b.

finds fault with a teacher's conduct and behavior c.

complains about assignments or homework d.

belittles the work or output of other students e.

often give reasons to excuse own fault of conduct


Appendix D

43

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?


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.


CURRICULUM VITAE



Personal Profile

Name :

LAURENCE BUROG PILIEN

46

Permanent Address

Date of Birth

Civil Status

Citizenship

Religion

Parents

Father

Mother

Educational Background

Elementary :

Secondary

Junior High School :

Senior High School :

:

:

:

:

:

:

:

San Julian West, Bantay, Ilocos Sur

June 23 2000

Single

Filipino

Roman Catholic

Mr. Loreto G. Pilien

Mrs. Aniceta P. Burog

Bantay East Central School

Zone 5, Bantay, Ilocos Sur

(2005-2012)

Ilocos Sur National High School

Gomez Street, Barangay 7, Vigan City

(2012-2017)



(2016-2017)




Name :

JED HEFNER FLANDEZ RABANG

47

Permanent Address

Date of Birth

Civil Status

Citizenship

Religion

Parents

Father

Mother


Elementary :

Secondary



:

:

:

:

:

:

:

Ayusan Norte, Vigan City

July 23, 2000

Single

Filipino

Roman Catholic

Mr. Froilan Jose A. Rabang

Mrs. Glenda F. Rabang

Divine Word College of Vigan

Burgos Street, Vigan City

(2005-2012)



(2012-2016)



(2016-2017)




Name :

JESTONI ABON RIMALOS

48

Permanent Address

Date of Birth

Civil Status

Citizenship

Religion

Parents

Father

Mother


Elementary

Secondary



:

:

:

:

:

:

:

:

Lubong, San Vicente, Ilocos Sur

June 26, 2000

Single

Filipino

Roman Catholic

Mr. Victor R. Rimalos

Mrs. Leilani A. Rimalos

San Vicente Integrated School

Poblacion, San Vicente, Ilocos Sur

(2005-2012)

Divine Word College of Vigan

Burgos Street, Vigan City

(2012-2016)



(2016-2017)

Border Body Pages Final

APPENDICES

CURRICULUM VITAE

LAURENCE BUROG PILIEN

JED HEFNER FLANDEZ RABANG

JESTONI ABON RIMALOS

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CURRICULUM VITAE

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JED HEFNER FLANDEZ RABANG

JESTONI ABON RIMALOS

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