ABSTRACT
This study examined the policies on discipline and their effect on the academic performance of Grade 7 students in selected public secondary schools during School Year 2025–2026. It specifically focused on the extent of policies discipline implemented in terms of code of conduct and school rules, implementation of positive discipline approaches, and the role of teachers and administrators in enforcing discipline. It also determined the significant differences in the extent of policies on discipline when grouped according to variables, as well as the academic performance of Grade 7 students and the significant relationship between policies on discipline and students’ academic performance. Furthermore, the study included the preparation of a discipline guide to reduce student misbehavior and assessed the acceptability of the prepared comprehensive guidebook as evaluated by jurors. The study was conducted in selected public secondary schools in a municipality in Albay. The study employed a descriptive-correlational research design. The data were gathered through survey questionnaires supported by available school records. The respondents of the study were Grade 7 teachers from selected public secondary schools in the identified setting. Statistical tools used in the study included frequency count, percentage, weighted mean, and chi-square for data analysis.
The findings revealed that the extent of policies on discipline implemented in public secondary schools for Grade 7 students is generally Always Implemented across all areas. The highest is along the role of teachers and administrators (WM = 3.74), showing strong collaboration in enforcing discipline, while the lowest is along code of conduct and school rules (WM = 3.51), indicating that student compliance is still weaker in areas such as academic honesty and care for school property. There is no significant difference in the extent of implementation of policies on discipline across variables such as code of conduct, positive discipline approaches, and roles of teachers and administrators (F = 1.91 < 3.89), indicating uniform implementation across all aspects. The extent of effect of discipline policies on Grade 7 students is generally high to very high across all areas. The highest is along fairness and consistency of implementation (WM = 3.70), indicating that students strongly perceive equal treatment, consistent guidance, and unbiased enforcement of rules. The lowest is along teacher-student relationships (WM = 3.42), suggesting that while discipline policies positively influence relationships, there is still a need to further strengthen trust, communication, and consistency in teacher interactions with students. There is no significant difference in the extent of effect of discipline policies across variables such as behavior, fairness, motivation, and relationships (F = 1.82 < 3.24), indicating that discipline policies affect all areas relatively equal. There is a strong positive correlation (rs = 0.822) between discipline policies and academic performance; however, the relationship is not statistically significant, leading to the acceptance of the null hypothesis.
Based on the findings and conclusions of the study, the following recommendations were proposed Strengthen programs that promote academic honesty and responsibility, such as integrity campaigns and values education activities. Implement initiatives that encourage care for school property and environmental responsibility, including student-led cleanliness drives. Provide continuous professional development for teachers focusing on modeling positive behavior and student-centered discipline strategies. Enhance positive discipline approaches by ensuring consistent fairness, respect, and support in all classrooms. Increase opportunities for student participation and collaboration to improve engagement and active learning. Develop strategies to strengthen teacher-student relationships, particularly in building trust, open communication, and emotional support. Maintain and sustain fair and consistent implementation of discipline policies across all school settings.
INTRODUCTION
Discipline on policies play a vital role in shaping the behavior and academic performance of Grade 7 students in public secondary schools. A well-structured disciplinary system helps create a safe, orderly, and conducive learning environment where students can develop positive behavior and achieve academic success. However, despite the presence of established policies, challenges such as bullying, absenteeism, and classroom misbehavior continue to persist, potentially affecting students’ engagement and learning outcomes. This situation highlights the importance of examining how discipline policies influence both behavior and academic performance.
The implementation of policies on discipline in Philippine public secondary schools is anchored on various legal frameworks that ensure the protection and development of learners. At the highest level, the 1987 Philippine Constitution, particularly Article XIV, guarantees the right of every Filipino to quality education and mandates the State to promote and protect this right. This is supported by Republic Act No. 10627, also known as the Anti-Bullying Act of 2013, which requires schools to adopt policies and intervention programs to address bullying and ensure student safety. At the institutional level, DepEd Order No. 40, s. 2012, or the Child Protection Policy, reinforces these mandates by prohibiting corporal punishment and promoting positive and non-violent discipline approaches within schools. These policies collectively provide a strong legal foundation for maintaining a safe and supportive learning environment.
Despite the existence of these policies, concerns regarding student behavior and its impact on academic performance remain evident. Thus, this study was conducted to determine the policies on discipline: its effects on the academic performance of Grade 7 students in public secondary schools. Specifically, it aims to assess how disciplinary measures influence students’ behavior, engagement, and academic outcomes. The findings of this study are expected to provide valuable insights that may contribute to the improvement and effective implementation of discipline policies, ultimately enhancing students’ overall academic success.
see PDF attachment for more information