Evaluating the Impact of Policies on Student Behavior in Private Senior High Schools: A Comprehensive Analysis of Decorum and Discipline Strategies in Cluster 2 Division

Educational Policy and Student Behavior Management

This study evaluated the impact of institutional policies on student behavior in private senior high schools within Cluster 2 Division, with a focus on decorum and discipline strategies. Specifically, it aimed to identify the policies implemented and to assess students' perceptions of their effectiveness and fairness. The study involved Grade 12 students, SHS teachers, and school administrators selected through random sampling during the School Year 2019 2020. Data were gathered through surveys, interviews, and focus group discussions, providing a comprehensive view of stakeholder experiences and attitudes. Findings revealed varying levels of policy implementation and highlighted key areas where institutional practices either aligned with or diverged from students’ and educators’ perceptions of equitable and effective discipline. Recommendations were offered to enhance policy transparency, stakeholder involvement, and the holistic development of student conduct. As a result, the findings revealed that these decorum and discipline policies included comprehensive documentation, staff training, and measures to raise awareness among students and parents. Furthermore, students generally perceived the policies as effective and fair, especially regarding rule fairness and maintaining order, though their views were less favorable on student voice and emotional impact. Moreover, a significant relationship emerged between students' perceptions of fairness and the policies, while other aspects like order maintenance and behavior impact did not show significant connections. In conclusion, the study proposed enhancements in student behavior management, such as refining policy documentation, improving staff training, increasing student and parental involvement, and ensuring consistent policy enforcement. Finally, recommendations for teachers, school administrators, and future researchers were outlined, emphasizing the need for policy updates, professional development, and further investigation into the broader impact of these strategies.

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