CHAPTER I THE PROBLEM Introduction We read a great deal about problems of discipline in school.

These problems are very real. It would be a mistake to assume that they are very real, although behavioural difficulties in schools have changed as a result of general sociological change that have occurred. Discipline is an integral part of teaching. Regardless of the level of worship achieved by the teacher, he will not be very effective until he has achieved good class order. A maxim quoted by teachers of a few generations age, If you can t control them, you can t learn them . This is the sense in which most teachers like to view it. Indeed, the achievement of good classroom order in a learning situation for pupil and teacher. One of the concepts of discipline which is generally accepted is that the best of discipline imposed by an external agency are obvious. Many teachers and administrators stress the fact that they seek to develop intelligent self-control. There are situations of course, when an imposed discipline is essential. Another widely accepted theory is that behaviour is caused by something . Hence, is a teacher seldom if ever deals with a behaviour problem which results solely because the pupils is out to give trouble. Frequently careful observation on the part of the teacher will reveal the basic difficulty. Sometimes corrective action can be taken by the teacher, but frequently cannot because of other factors which are difficult to control. Nobody can discipline a class for the teacher. Regardless the strength of the principal and regardless of his eagerness to help, he cannot maintain order in each classroom, but the conditions that prevail in a particular classroom on a day to day basis will necessary be those established by the teacher. We cannot generalize that the behavioral problem on the part of the pupils reflects negative attitudes. Since many such problems arise as a result carelessness or lack of thought.

However, a continuous and prolonged disciplinary lapse must be based on something like faulty attitude and the physical condition of pupils. So many different types of teachers have been successful with so many different sorts that it is impossible to reduce the number of acceptable procedures to a concise list. No one answer and no one form of teacher behavior will suffice for all varieties of pupils and all situations and not even the powers of the computer push button can be made sensitive enough to respond appropriately in every instances. In many situations, teachers who respond intuitively are very effective.

Statement of the Problem This study attempted to discover the disciplinary problems encountered by elementary teachers in Buhangin Elementary school year 2010-2011 in relation to the heath status of their pupils. Specifically, it sought answers to the following questions. 1. What is the profile of the elementary teachers in Buhangin Elementary School in terms of: a.) Age b.) Sex c.) Educational attainment

2. What are the disciplinary problems encountered by the elementary teachers? 3. What is the health status of pupils in Buhangin Elementary School? 4. Is there a significant relationship between the profile of the elementary teachers and the disciplinary problems encountered by them? 5. Is there a significant relationship between the teachers disciplinary problems and the health status of the pupils? Statement of the Hypothesis 1. There is no significant relationship between the profile of these elementary teachers and the disciplinary problems that they encountered. 2. There is significant relationship between the disciplinary problems encountered by the teachers and the health status of the pupils. Significance of the Study This study is significant because it was focused on the disciplinary problems encountered by elementary teachers wherein it can help in shaping the different behaviors and attitudes which fall under disciplinary problems. It can also be employed in developing right values and attitudes among pupils. This can be source of enlightenment for parents as regards their children s attitudes toward discipline.

It would be a great help to the parents and teachers to know why their children/pupils do well or badly in school. Once the problems are brought to light, effective measures can be implemented to wash them off. The teacher being the second parents of the pupils only want what is best for the welfare of the pupils. This study will also help in the formation of a health and guidance program in the school which are important variables in effective formation and maintenance of discipline. Scope and Delimitation of the Study This study was limited to the identification of the disciplinary problems encountered by elementary teachers toward his pupils at Buhangin Elementary School in Naujan West District. It was limited also to the correlation of disciplinary problems and pupils health status.

Definition of Terms The following terms used in this study are defined to facilitate a thorough understanding of the contents of this study. Disciplinary Problems - Those major problems which affected the pupils interest and attention to a certain frame of work. Attitude - Particular feeling about something. It is particularly rational and partially emotional and is acquired or inherent. Development Denotes the changes which cannot be overtly observed, like maturation and learning. Guidance Serves a supporting function in the educational process by directly

controlling the activities to help each individual develop to his fullest potential. Behavioral another. Truancy A student s behavior wherein he absents himself without any information or Series of choices among possible response that goes from one situation to

valid reasons given to the teachers. Troublesome Negative attitude of student which commonly exists when the child is in the stage of development. Dishonesty Pertains to inequitable manner of students in terms of his assigned work

and routinary interactions with teachers. Poor Study and Work Habits The objective causes of disciplinary problems wherein

the students cannot devote his time and effort to certain task because he lacks of interest to perform something, usually, the result of this behavior is the unworthy and undesirable atmosphere of the acquisition of knowledge of learning.

Health Status of Pupils

Refers to the pupils physical condition which may influence

their behavior inside the classroom.

CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES This study chapter presents the literature and studies which have a bearing on the research. Foreign Literature There are educators who view discipline as synonymous with classroom management ( Goyle, 1980; Weiner , 1972 ). Although most teachers agree that learning is not restricted to a quiet and orderly environment, many supervisory personnel and laymen equate the effectiveness of teaching with the noise level and orderly appearance of the individual classroom. Thus, classroom management continues to be a major concern of teachers and other school officials. Most educators agree that discipline is best obtained by involving teachers, pupils and parents. In an effective program of a classroom management, discipline should stress pupils awareness and self-discipline and be balanced with a system of rewards and punishments to maintain an effective learning environment. Varied discipline solutions are suitable for different situations and it is of paramount importance that the selected approach provided for positive rather than funitive or negative interactions between teacher and students ( Kohout, 1978 ) and it be supported by parents. Discipline problems are to be viewed according to Ernest ( 1972 ), in terms of the communication transactions between people and any be either avoided or confronted through an understanding by the ways in which a teacher gets hooked into playing a game with disrupted pupil communication is strengthened by an understanding of the ego states of both leader and student at the moment. Transactional analysis principles suggest that teacher should learn to stay in the adult ego state , particularly when they face pupils who have

problems with authority. The adult ego state is the natural thinking computer like mental state in nature reflects upon information from both adult ego , and child ego state , it is

thus more like, to be able to deal with the daily routines of most classroom.

Behavior modification, according to Skinner ( 1968 ), occurs because it is reinforced by the environment. As a remedy the child s behavior is changed by changing environment, and thereby reinforcing inappropriate behavior. This shaping process occurs through rewarding successive approximations of the target behavior. Other measures suggested by behavior modification. Principles include reinforcement of behavior that is incompatible with the student s misbehavior; use of extinction procedures to remove reinforcement from an undesirable behavior for maximum effectiveness; and the use of praises as an important mode of reinforcement. Sherika and Reac ( 1956; 512-514 ), declare that discipline is not an end in itself, but is regarded both as a means and so an end of the educational process. In fact, they have listed the basic principles underlying effective and contructive discipline such as (1) it is the teacher s task to maintain adequate and orderly conditions within classroom in order to provide a wholesome atmosphere and an environment conductive to learning; (2) constructive discipline must develop ideas, attitudes, values and habits which are desirable both in school and in nature s life, to the end that individual may become self-centered and self-directed; (3) discipline must conform to the nature of a child and must be built upon a recognition of his inherent dignity as a person of his needs of his studies and responsibilities; (4) discipline in order to be effective must be vital and meaningful, sympathetic and humane; (5) the standards of discipline imposed by the teachers for guidance and direction of the pupils must constitute the basic of selfdiscipline and (6) constructive discipline must be outstanding objectives of the entire educative process. Generally, dealing with its factors is to develop essential for the implementation and construction of discipline. Local Literature In a speech at a symposium in observance of Education Week on September 09, 1964, Juan R. Manuel, Secretary of Education stressed that the home is the foundation of the national discipline. The familiar closely knitted nature of Philippine Society is a basic nature of family and at the same time; work for and against the development of a strong sense of national discipline among people. It would be easy to translate the fierce family loyalties into a nationally binding

force, and this has been well illustrated by our people in times of national crisis like home. Other potent form of threat of our national being and security. When every Filipino holds the interest of the nation above all, he is ready to give up his life for his country. Or emphasized further, that this familiarism is something that we cannot easily discard, however, for it has been ingrained in our culture. But in the family, we can give proper direction to it toward nurturing among the members the values that make for the highest type of national discipline. This can be done properly by interest training of the family members, particularly the very young the habits of responsibility, methods and order and concern in the home. Cabrera (1976;2) in her article Filipinos Moral Values in the New Society , cited that

the values which include self-reliance, self-discipline, self-denial, sincerity, love and justice is the core in the development of the new society, in which the goal is to be obtained. She also mentioned that love is the highest and most powerful of these moral values in which teachers as agents of change can take effectively the immediate use of old value to new desirable one. Related Studies One of the findings of the study of Mrs. Magelene M. Agua Master Teacher I in Petra Garis Memorial Elementary School is the fact that teaching-learning process to be very effective must have teachers who can manage classroom discipline throughout. Petra Garis Memorial Elementary School can be proud of their teachers. This fact has been confirmed by an overall mean score of 4.10. Another work study of the researcher was the work of Mrs. Irenea G. Dudas on the Grade IV and Grade V pupils. The following are the major findings of her research. 1. Due to the good example of teachers, if the pupils tried to enumerate their teacher especially about personal sanitation and practices, the pupils become conscious of cleanliness, and they are trying to improve their personality. 2. Attitude of intermediate pupils toward health practices.

Another study reviewed by the researcher was the study of Resty Dayrit on Health Attitudes and How These Affect Health Practices in Wawa Elementary School. She found out that the health practices of pupils obtained an overall mean rating of 4.1 described as often .

CHAPTER III THEORETICAL FRAMEWORK This research was anchored on the theory of behavior. According to Lee J. Cronback ( 1953 ), discipline is a condition where pupils are using their time educationally desirable ways. The teacher who cannot establish this condition cannot teach. Good discipline does not require every pupil in his place, every silent pupil save everyone focused on the speaker. In fact in such a classroom the passive listener maybe learn nothing. There is no failure of discipline when six eager children burst out with an idea at once, so long as they are willing to pause and listen to each other. It is good for a class to fragment into group going in different directions, doing different things and all humming with business and work related conversation. For Taner ( 1975 ), the aim of education in a democratic society is to help children and youth to be self-directing to know how to act and to act in light of personal and social goal. It is interesting that when self-direction enters the picture as opposed to self-control, the tone of discipline changes; it becomes dynamic rather than static. Children are responsible of directing energy toward learning goals than turning their energy against themselves, and teachers are using their best methods that will facilitate and direct the flows of children energy toward worthwhile goals instead of trying to turn it off. Discipline problems are caused. Teachers should understand that those problems are caused mainly by the environmental factors. Taking note of the facts that many undesirable attitudes and behavior of children are manifested both at home and at school, are erroneously attributed to heredity. James E. Synes (1955) said that discipline must be flexible. There is no set or standard methods of discipline that are equally applicable to children at all times. Some procedures though seem to be effective with most children, but the exception is always present. The most effective gauge of the value of discipline is what it does in making

positive changes in behavior. Some of the limiting factors or variables which determine disciplinary factors include: (1) personality of the teacher; (2) personality of the child and (3) time, place and the nature of the difficulty including health. Discipline is not the same for all children because there are different kinds of behavior and misbehavior. There is the kind of misbehavior that is done by the emotionally healthy child, because he has not learned appropriate ways to act in a situation or because he is simply with pert-up energies which are being released at the wrong time and place. His actions are not indicative of basic emotional problems. Behavior problems which are symptomatic of underlying unsolved problems on the part of the child are usually indicated by continuing inappropriate methods of response by the child. Discipline for these children must take a different form that is used for the emotionally healthy child. It is necessary to distinguish between the troublesome and the troubled. He stated also that children are not born with an understanding pattern of acceptable behavior, they must learn them. They must be taught the acceptable forms of behavior in the society in which they live. Pupils which are allowed to grow up undisciplined and untrained become dogs which poorly behave. It is important to relate discipline to general health. Health problems are not seen or felt in isolation. They face the good teacher in the classroom and in the managements of the child s learning just as they face the parent or any other person who is involved in child-rearing problems. The teacher and the school administrator need to relate discipline and achievement, and to relate both of these to the child s health. Although many suggestions and much advice are given about discipline, this is not a look backward. It is not recommended that we return to the good old days of woodshed discipline the razor strap or the paddle. We are attempting to deal in a more scientific and functionally adequate way with current problems that are often neglected

in the classroom and in the school. Some of us may have assumed that if we push the right educational button all children would intent to learn. A very reproductive search often results when use tries to find a single correct way to motivate children. Some children do come the teacher ready, motivated, eager to learn, easily reinforced for their efforts and other play activities. Children come eager to learn some things but not necessarily all things, and certainly not always the matters use as adults feel it important for them to learn. Most children do not give direction to their own learning by themselves. For individuals and actions, mental and physical illness is the greatest single health problem. Everyone desires vibrant mental and emotional health or that state of well-being which contributes to achievement, attractive personality and happiness. Mental health describes a state of mind in which people can efficiently carry on their activities with a certain satisfaction to themselves, with some sense of responsibility to others, and without making nuisances of themselves to large numbers of other people. It is the nature of man to experience some frustrations, grief, pain, tension, conflict, jealousy, fear and anxiety. When a person experiences emotions of greater intensity than he can tolerate and still function effectively, he tries to reduce this imbalance. The person may do so in a variety of ways from total withdrawal from reality to the use of defence mechanisms which permit him to compensate, avoid, or escape the problem. It is apparent that people who lack good health give clues to these conditions as they fail to be self-reliant, responsible in behavior, or objective toward life s difficulties; often they assume an unrealistic appraisal of their own worth. This inability maybe inborn, usually the fault is a failure to have learned how to think, how to feel, and how to act. Those without good health can be classified into 2 groups, each of which has both mild and severe forms. One group includes those who are mentally retarded, and the other includes those who are mentally and emotionally disturbed or imbalance. Mental health is far more than simple freedom from mental diseases. It also means the ability to live comfortably with one and others, to understand and accept

one s own feelings, to make nature and appropriate emotional responses to situations, to be creative, to deal adequately with anxiety and stress, to endure frustration, and to gain satisfaction from constructive achievement. The healthy person has sensitivity to the feelings of others and a consideration for them. He has the ability to love and also to accept love. He can deal constructively with reality and adapt to change. He is relatively free from anxieties and tensions. He relates well to other people consistently and satisfactorily. Health is very important for every pupil. Throughout the world including the Philippines, 25% of the pupils drop-out from the schools because of unsolved psychological problems. They may place the blame for their difficulties or living conditions, teachers, transportation and other reasons. But underlying these rationalizations there is emotional maladjustment which serves the students to make use of the counselling facilities provided, might readily and especially be relieved. Whatever the difficulty confronting a person, discouragement and doubt offer no solution. The only hope lies in courageously facing the problem, whatever it may be. For those with a sincere desire to change, the purpose may be fulfilled for the individual when he has learned how to live with himself. How a person thinks of himself, how he views his relations with parents, friends and people in general, and how he reacts to difficulties are all learned behaviors. No one is born with high respect to himself, nor with parents who are always wise, nor with a sense of responsibility and courage to meet any defeat and any failure =. All person who possesses these abilities has learned by living. It is important to understand that health does not mean freedom from all anxiety, tension and dissatisfaction. Mental and emotional health exits when people can pursue their everyday affairs with reasonable satisfaction, unhampered by feelings of constant conflict, either in them or with the world around them.

Some teaching methods have so intimate a bearing on the health of school children that attention to them is unwarranted. One of these complex which many teachers seem to have, that is, that every question raised in class must be answered. To make it ever more difficult, a teacher often feels that the answers must be phrased in the exact words that he had in mind when the question was asked. The hazards to the child are two folds: first, he is discouraged from seeking answers on his own initiative because he knows that the answers in the end will be given by the teacher and in the teacher s own words, and second, the pupil acquired the erroneous notion that there is an answer to every problem. The theory of discipline works against mental health for several reasons. For many pupils the futile and difficult subjects procedure a distance for schooling which persists beyond the rigors of present situation. Any experienced teacher can point out examples of pupils whose interest in school activity has been thoroughly dulled by their lack of ability in dealing with numbers and in other subjects. The value of mental discipline may be questioned even for those who have done the work well and have received a low grade. They have studied the subject as an end in it, rather than as a means to acquiring skills and attitudes which will bring about later productive experiences. Dependence on the theory of the transfer of learning, on the other hand, gives education an ongoing purposefulness. The pupils learn the functional values of the activity in which he is engaging. He has an opportunity to see how his learning fits into the pattern on his daily living. Since the teacher is not stressing the disciplinary value of the subjects, he will seek to create conditions which will awaken a lively and continued interest in the work at hand. The teacher will be interested in both the direct and the indirect values of the subject he is teaching and the pupil will be better to see both kinds of values - in short, the work will touch a larger part of his entire life. All this advantages will combine to make learning more facile and to make the opportunity for the operation of the law of effect . If all teachers were to accept the transfer viewpoint, it

should be possible to produce a generation of children who would learn and since the idea that education is not a product but a process a way of living. In the mental and emotional economy of youth learning is a central theme. Its relation to health is deep and persuasive. On the other hand, success in school can be and often is emotionally strengthening. For the same reason, poorly managed learning situations which create difficulties can damage a child s stability. They can build the basis for the negative self-concept. The relationship between learning and health is two-way street. Just as the schools efficiency enabling a child to master his environment affects health, so a child s health alter his ability to learn. For some disturbed children, the result is impaired learning ability. Others through fervour in number may compensate for otherwise unsatisfactorily living by investing an unusually high proposition of energy in school learning. Success in any area of living can act as emotional tonic. Damage done to child in his home or his neighbourhood maybe partially repaired by satisfactory school experiences. Since school is built around learning activities, the mastery of new skills and knowledge is the focus of such pleasant experiences. Their importance, as such, should not be undervalued. For those people who feel that the demands of health require that teachers become past time psychiatrist or full time head patters, this fact has important

meaning. If one wants to aid a child, it is not always necessary to give him a complete psycho-analysis. A teacher may give a child the affection he needs of helping him to learn. There are three steps in dealing with health problems. First, the problem must be identified, then it must be intelligently analyzed and finally, something must be done about it. Many of methods for accomplishing each step are time honoured, common sense technique, others, make surer and more formal procedures.

The problem of locating mental health problems is essentially one of the gathering information. The teacher who is conscious of mental health problems naturally is on the lookout for signs of disturbance in his pupils. He observes each child s behavior not only in class but also, as far as possible, on the playground and in other non-classroom situations. This kind of careful, but informal, observation is merely a conscious extension of the natural curiosity most teachers feel about their pupils, it is of course, augmented by informal, friendly chats with the children and occasionally with their parents.

Conceptual Framework Based on the subsequent theoretical discussion of the conceptual framework is shown in the diagram below. IV DV

Profile of Teachers Age Sex

Disciplinary Problems Truancy Troublesome Dishonesty

Educational Qualifications

Poor Study and Work Habits

Health Status of Pupils

CHAPTER IV METHODOLOGY This chapter presents the methodology used in the research. Research Design Used The study made use of the normative survey method with the questionnaire as a tool. Since this research is oriented toward finding answers to the problem, the researcher found the method most appropriate in attaining the purpose of this study. Respondents of the Study The respondents of the study were the eleven elementary teachers of Buhangin Elementary School. Research Instrument The questionnaire was the chief instrument used in the study. The questionnaire has three parts. The first part is designed to obtain the personal information about the respondent, the second part dealt with the disciplinary problems meet by the teacher respondents, and the third part dealt on the health status of the pupils. Administration of the Questionnaire The researcher himself administered the questionnaire to the respondents upon the permission of the supervisor. It took the researcher one week to retrieve the questionnaire. Statistical Tools Used Two forms of analyses were used by the researcher. Descriptive statistics such as mean, frequency and percentage were used to show the profile of teachers, the disciplinary problems encountered by them and the health status of the pupil. To test the hypotheses of the study, Pearson Product Moment Correlation was used.

DISCIPLINARY PROBLEMS ENCOUNTERED BY ELEMENTARY TEACHERS IN BUHANGIN ELEMENTARY SCHOOL IN RELATION TO THE HEALTH STATUS OF PUPILS IN NAUJAN, ORIENTAL MINDORO

In Partial Fulfillment of the Requirements for Research Methods and Designs

Submitted to: SHANNA ELAINE B. ROGAN

Submitted by: NORMAN LESTER M. GUTIERREZ

Date Submitted: April 17, 2011