Teaching Styles and Disciplinary Approaches of Teachers in Public Elementary Schools

Abstract

Introduction

The text emphasizes the crucial role of education in personal and social development and highlights teachers as key agents in shaping learners’ knowledge, skills, values, behavior, and future success. Given today’s increasingly active and diverse learners, effective teaching requires not only delivering content but also managing classroom behavior through supportive, consistent, and ethical practices. Teachers are expected, as stated in the Code of Ethics and the Philippine Constitution, to uphold quality education, maintain professionalism, and ensure safe, inclusive, and productive learning environments.

The study focuses on how teachers’ teaching styles (teacher-centered, learner-centered, experiential, and hybrid) and disciplinary approaches (behavior modification, routine systems, and reward systems) influence classroom climate, student engagement, and behavior. Observations show that differences in teachers’ styles and discipline strategies significantly affect student motivation, participation, and academic performance. Learner-centered and supportive disciplinary practices generally result in better outcomes, while mismatched approaches often lead to misbehavior and low achievement.

Conducted in public elementary schools in Binangonan District Cluster 3, Rizal, the research uses Bloom’s Taxonomy as its theoretical foundation and an Input–Process–Output conceptual framework. It examines teachers’ profiles, teaching styles, and disciplinary approaches, aiming to propose an action plan to enhance teaching effectiveness and classroom management.

The study is significant for curriculum planners, administrators, teachers, parents, guidance counselors, pupils, and future researchers, as it provides insights into improving instructional practices and discipline. It concludes that understanding the relationship between teaching styles and disciplinary approaches is essential for creating a safe, engaging, and effective learning environment in public elementary schools.

Conclusion

Based on the findings, the following conclusions are drawn: 1) Teachers’ age, civil status, position title, length of service, educational attainment and in-service trainings attended are not predictors ontheir teaching styles. However, their sex with respect to learner-centered is a predictor. 2) Teachers’ age, sex, civil status, length of service, educational attainment and in-service trainings attended are not predictors ontheirdisciplinary approaches. However, their position title with respect to reward system is a predictor.

References

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Copyright

Copyright © 2025 Shaina Paula Cordovin. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.