Strategies of Teachers in Managing Students’ Disciplinary Problems

Abstract

The purpose of this case study is to uncover teachers’ strategies in classroom control and personal involvement in decision-making. Contextually, the main problem existed in a private school because teachers were frequently transferring discipline cases to the Head of Discipline (HOD) for matters that could be solved at the personal level. In addition, the HOD’s time and personal space to manage serious discipline cases were interrupted by minor matters that deserved lesser attention. Qualitative methods were used in data collection that included purposive sampling, questionnaires and voiced-recorded interviews. Analyses from data revealed that respondents’ portrayed four different orientations in classroom control: (a) self-directed; (b) student-directed; (c) organizational-directed; and (d) situation-directed. However, their strategies for personal involvement in decision-making were reported to be hampered by a list of unfavorable conditions and obstacles that are contextual to the organization. For recommendations, the HOD could consider managing these conditions and obstacles to further encourage teachers’ participation in the vital areas of discipline management.