Best Practices of Teachers in Maintaining Students Discipline: A Phenomenological Inquiry

Abstract

This study was designed to examine the experiences and best practices that teachers employed in maintaining student discipline and the insights of eight teachers from the Monkayo East District, Davao de Oro, during the 2024–2025 school year. Using a qualitative phenomenological research design, analysis of the data revealed that maintaining students’ discipline built strong relationships between teachers and students, made students responsible and cooperative, and helped teachers remain consistent in performing their functions. Hence, the researcher employed thematic analysis, one of the most widely used methods in qualitative research, which focused on identifying, examining, and recording patterns or themes within the data. The effect of maintaining students’ discipline was positive in that it resulted in giving teachers control in managing classrooms, building beneficial habits, focusing students on learning, and creating a positive learning environment. However, the lack of cooperation from parents and their perceptions made maintaining students' discipline difficult. Consequently, the teachers understood the importance of implementing student discipline for the benefit of students, teachers, and the learning environment. Teachers, school heads, and higher authorities were encouraged to continue doing their part to make the implementation of students’ discipline effective and efficient.