EXPLORING DISCIPLINARY CONCERNS IN SECONDARY SCHOOLS: A QUALITATIVE INQUIRY

EDUCATIONAL ADMINISTRATION

This qualitative phenomenological research was conducted to unveil the experiences of the teachers in handling students with disciplinary concerns. Subsequently, it endeavored to delve deeper into the impact of the disciplinary concerns to the school and to the students. Moreover, the insights drawn from their experiences, and the interventions done by the school were also given explored. A total of eight informants from the research locale who met the inclusion criteria participated in the in-depth discussion. The researcher utilized a validated interview guide to gather the data. Thematic analysis of the responses generated structured themes. On the experiences of teacher-participants regarding the disciplinary concerns in the school, the following themes emerged: common misbehaviors of students experienced inside the classroom and in the school; feelings about the misbehavior of students; ways in dealing with the disciplinary concern/s; ways student/s with disciplinary concerns respond to teacher’s actions; and ways disciplinary concerns affect the efficacy as a professional. On the impact of these disciplinary concerns to the school and to the students, these themes emerged: effect of disciplinary concerns to classroom management; ways these disciplinary concerns affect the overall discipline of the school; ways these disciplinary concerns affect the expected academic outcomes. The insights can be drawn from the experiences of the participants in dealing with disciplinary concerns in the school were as follows: it pays to know students’ background; setting expectations for students’ behavior; importance of keeping anecdotal records; discipline a collaborative effort of both teachers and parents; and teachers performing multiple tasks. With regards to the interventions are done by the school to address students’ disciplinary concerns, these theme surfaced: engage students in sports; conduct of conferences; facilitate restorative communal actions; students trying to control behavior; helping students’ moral development; students getting more excited for school; and better performance in school. The findings are indicative for school administrators, teachers, and guidance personnel to review the existing programs of the schools and evaluate their effectiveness in addressing disciplinary concerns.

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