ABSTRACT
This study investigated the positive discipline techniques utilized in classroom management to build learners' responsibility in the Mabuhay District, Zamboanga Sibugay, and their contribution to pupils' academic success during the school year 2025–2026. Utilizing a descriptive survey method, the study involved 19 school administrators and 162 teachers selected through purposive sampling. A validated researcher-made questionnaire-checklist served as the primary data collection instrument. The variables examined included creating a welcoming and engaging school environment, developing pupil attendance policies, connecting with at-risk learners, involving parents when addressing poor attendance, and awarding points for attendance achievements. Statistical tools employed included weighted mean, ranking, a four-point continuum, and the $t$-test. The findings revealed that all five positive discipline variables were perceived as "Always Practiced" by both school administrators and teachers. Among the variables, creating a welcoming and engaging school environment ranked highest. Furthermore, the $t$-test computation indicated a significant difference between the responses of school administrators and teachers, leading to the rejection of the null hypothesis. The study concludes that consistent implementation of positive discipline techniques effectively fosters learner responsibility, mitigates absenteeism, and enhances academic performance. Recommendations include reinforcing welcoming classroom atmospheres, strengthening clear attendance policies, and sustaining active school-parent partnerships.
Keywords: Positive Discipline, Classroom Management, Learner Responsibility, Chronic Absenteeism, Academic Success
INTRODUCTION
Classroom management and discipline have evolved significantly from models emphasizing strict obedience through external control to frameworks fostering personal responsibility and self-regulation through guidance. Positive discipline prioritizes respect, empathy, encouragement, and accountability. In the Mabuhay District of Zamboanga Sibugay, persistent challenges with chronic absenteeism and below-target National Achievement Test (NAT) Mean Percentage Scores (MPS) highlighted the need to examine the classroom environment beyond traditional instructional approaches.
This study sought to determine how teachers' implementation of positive discipline techniques—specifically creating welcoming environments, establishing attendance policies, connecting with at-risk learners, involving parents, and utilizing attendance incentives—contributes to building learner responsibility and overall academic success.
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