Discipline and Behavior Assessment of Elementary Pupils in San Elementary School Carlos

Abstract

This study aimed to assess the discipline and behaviors of Grade Three pupils in San Isidro Elementary School, Division of Antipolo City, and their relationship to selected profile variables. It also sought to identify the most common disruptive behaviors exhibited by pupils, determine their relation to demographic factors, and examine the strategies employed by teachers in addressing such behaviors. Using descriptive research design, data were gathered through teacher assessments and analyzed to determine the seriousness of behavioral manifestations and the effectiveness of intervention techniques. Findings revealed that most disruptive behaviors were moderately to seriously manifested in the areas of conduct, personality, and academics. All academic motivation items were rated serious, indicating declining student engagement. Teachers employed various strategies, with most being moderately effective, suggesting a need for improvement in classroom management approaches. Results further indicated that disruptive behaviors may stem from emotional, familial, or environmental factors, highlighting the importance of early identification and functional assessment. The study emphasized the crucial role of teacher evaluation in understanding and addressing disruptive behaviors. Strengthened collaboration among teachers, parents, school administrators, and community stakeholders was recommended to develop intervention programs promoting positive behavior and academic performance. Furthermore, continuous professional development and leadership training for teachers, parental involvement, and community-based support initiatives were encouraged. The study concluded that proactive behavioral management and holistic support systems are essential in shaping responsible, motivated, and productive learners.