SUPPRESSED DISCIPLINARY ACTION FOR FACULTIES IN THE ACADEMIC PERFORMANCE OF STUDENTS

Leovigildo Lito D. Mallillin, Lourdes Oliva C. Paraiso

Abstract


The study aims to identify the effects of suppressed disciplinary action for faculties on the academic performance of students such as the promotion of good methods of classroom discipline, management in handling classroom conflicts, mastery of school discipline, guidelines, and procedures, consistency of fairness and positivism, and maintain classroom standards for the academic performance of students. A descriptive quantitative research design is utilized in the study and relies on purposive sampling in the selection of the sample size of the study. Hence, the study comprised sixty (60) respondents only. Results show that the promotion of good methods of classroom discipline manages to keep the classroom in orderly manner to maintain attractive and cheerful classroom discipline that prevents disruptive and disorderly behavior of students, handling classroom conflicts shows that faculties serve as guidance among students regarding where they will be treated with tender loving care, mastery of school discipline, guidelines, and procedures shows to develop skills for classroom management in maintaining the key of positive learning environment, consistency of fairness and positivism adheres to the experiences and observation for the necessity of discipline, and maintaining classroom standard for the academic performance of students shows to provide initiatives on the resources and materials needed in the academic performance of the learners, and technology of teaching and learning are utilized properly to equip students in the learning process. Findings show that there is a significant relationship on the effects of suppressed disciplinary action for teachers on the academic performance of students in the area of promotion of good methods of classroom discipline, management in handling classroom conflicts, mastery of school discipline, guidelines, and procedures, consistency of fairness and positivism, and maintain classroom standards for the academic performance of students as observed by the respondents.

 

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suppressed disciplinary action for faculties, academic performance of students, promotion of good methods of classroom discipline, management in handling classroom conflicts, mastery of school discipline, guidelines, and procedures, consistency of fairnes

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DOI: http://dx.doi.org/10.46827/ejes.v9i12.4583

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