Fostering Positive Discipline: The Impact of Contextualized Classroom Rules and Routines on Learners’ Behavioral Outcomes
DOI:
https://doi.org/10.67167/vertex.748Keywords:
positive discipline, contextualized classroom management, transition routine, learner behavior regulation, descriptive researchAbstract
This research examined the impact of contextualized classroom rules and routines on the behavioral outcomes of intermediate learners across four public schools in the Province of Cebu: Tungkop National High School, Tangil Elementary School, La Paz Elementary School, and Canamucan Elementary School during School Year 2026–2027. Anchored in the Input-Process-Output (IPO) model, the study utilized a descriptive-correlational mixed-methods design. Quantitative data was gathered using bilingual four-point Likert scales administered to Grades 6 and 7 learners, teaching personnel, and school heads, complemented by qualitative key informant interviews. Findings revealed that the teaching personnel were predominantly experienced, female mid-career professionals with post-graduate education, while the learner population overwhelmingly spoke Cebuano/Bisaya at home and was primarily raised under authoritative and authoritarian parenting styles. The baseline evaluation of classroom rules demonstrated strict institutional adherence to the non-punitive mandates of the DepEd Child Protection Policy, yet highlighted a substantial gap in cultural responsiveness and the use of local metaphors. Following the integration of structured routines, learner behavior showed marked positive progression, with task compliance and active engagement yielding the most immediate gains, while internal emotional self-regulation developed at a steadier, progressive pace. The most critical operational barriers encountered by teachers included physical classroom overcrowding, the behavioral disconnect between home upbringing practices and positive school norms, and the scarcity of ready-to-use, localized visual materials. To address these systemic challenges, the study produced the Contextualized Positive Discipline Plan (CPDP), a sustainable operational framework featuring the Atong Lagda visual rule kits, standardized non-verbal transition routines, calming corners (Palandonganan), and School Learning Action Cell (SLAC) professional development modules. The study concludes that pairing national child protection policies with linguistically situated and culturally resonant routines significantly reinforces classroom time-on-task, minimizes behavioral friction, and fosters voluntary learner self-regulation in high-density public school environments.
Downloads
References
Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12, 30–44. https://doi.org/10.1016/j.edurev.2014.05.003
Aronson, B., & Laughter, J. (2016). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, 86(1), 163–206. https://doi.org/10.3102/0034654315582066
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26. https://doi.org/10.1146/annurev.psych.52.1.1
Bradshaw, C. P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide positive behavioral interventions and supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100–115. https://doi.org/10.1007/s11121-008-0114-9
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12(3), 133–148. https://doi.org/10.1177/1098300709334798
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (6th ed., pp. 793–828). Wiley. https://doi.org/10.1002/9780470147658.chpsy0114
Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48–70. https://doi.org/10.1111/curi.12002
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press. https://doi.org/10.65528/9780807776704
Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11(3), 133–144. https://doi.org/10.1177/1098300709332067
Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643–680. https://doi.org/10.3102/0034654315626799
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011). Teacher classroom management practices: Effects on disruptive or aggressive student behavior. Campbell Systematic Reviews, 7(1), 1–55. https://doi.org/10.4073/csr.2011.4
Pallant, J. (2020). SPSS survival manual: A step-by-step guide to data analysis using IBM SPSS (7th ed.). McGraw-Hill. https://doi.org/10.4324/9781003117452
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, Article 422. https://doi.org/10.3389/fpsyg.2017.00422
Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press. https://doi.org/10.65528/9780807775707
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, Article 101832. https://doi.org/10.1016/j.cedpsych.2019.101832
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380. https://doi.org/10.1353/etc.0.0007
Sugai, G., & Horner, R. H. (2020). Sustaining and scaling positive behavioral interventions and supports: Implementation drivers, outcomes, and considerations. Exceptional Children, 86(2), 120–136. https://doi.org/10.1177/0014402919855331
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/S15430421TIP4102_2
Downloads
Published
Issue
Section
License
Copyright (c) 2026 The International Review of Multidisciplinary Research
This work is licensed under a Creative Commons Attribution 4.0 International License.
