QUEZONIAN EDUCATIONAL COLLEGE, INC.

EDUCATION DEPARTMENT 1

CHAPTER I
THE PROBLEM AND ITS SETTING
INTRODUCTION

A teacher is a person who provides education for students. In education, teachers

facilitate student learning, often in a school or academy or perhaps in another environment such
as outdoors. A teacher who teaches on an individual basis may be described as a tutor.
Disciplinary problems arise in school in some cases because children have not been
properly disciplined by parents at home. "They should consider that some children have never
been disciplined at home." It should be for the child's own good, and he should be led to see this.
Whilst this is the consensus viewpoint amongst the majority of academics, some teachers
and parents advocate a more assertive and confrontational style of discipline. Such individuals
claim that many problems with modern schooling stem from the weakness in school discipline
and if teachers exercised firm control over the classroom they would be able to teach more
efficiently1.
Discipline is probably the most difficult and unpleasant part of any educator's job. When
instructors effectively communicate rules, set high expectations and provided frequent feedback,
the need for discipline will likely be infrequent. However, action is occasionally required to
correct a situation where a student has broken the rules or is not putting in the required amount of
effort. The approach taken to the disciplinary action often determines its effectiveness. It is an

often misused word, especially when it is mistakenly equated with punishment. To many
teachers, discipline means punishment. “This child needs disciplining” translates into “This child
needs spanking or caning.” This is WRONG! Discipline is the practice of teaching or training a
person to obey rules or a code of behaviour in both the short and long terms. Discipline is meant
to develop a child’s behaviour, especially in matters of conduct2.

1
Blomberg, N. (n.d.). Effective discipline for misbehavior: In school vs. out of school suspension Retrieved July 24,
2015 from [Link]
2
[Link] retrieved November 13 2015 from [Link]
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EDUCATION DEPARTMENT 2

The researcher was eager to conduct this kind of study because she wanted to know if
there are consequences among the effect of teacher’s discipline in the Personal Development of
Grade VI pupils of Atimonan Central School Annex, Atimonan, Quezon. The researcher is
curious about what the effects of the teacher’s disciplinary action to her pupils inside the
classroom, how the pupils can handle the situation about disciplining them by their teacher, and
how can affect to the personal development of her pupils.

STATEMENT OF THE PROBLEM

The purpose of this study was to determine The Effects of Teacher’s Discipline in the
Personal development of Grade VI pupils of Atimonan Central School Annex, Atimonan, Quezon
SY 2015-2016.
Specifically, it sought to answer the following questions:
1) What are the effects of Teacher’s Discipline that affect the Personal Development of the
Grade VI pupils in terms of:
1.1 Character Building
1.2 Positive Behavior
1.3 Self-Confidence
1.4 Health and Wellness
1.5 Academic Performance
2) In what aspect does teacher’s discipline affect the Personal Development of Grade VI
pupils the most?
3) In what aspect does teacher’s discipline affect the Personal Development of Grade VI
pupils the least?
 QUEZONIAN EDUCATIONAL COLLEGE, INC.
EDUCATION DEPARTMENT 3

SIGNIFICANCE OF THE STUDY

This study is significant because it will benefit many people. These people are as follows:

 To the School Administrators, they will be able to have insights about the Effects of
Teacher’s Discipline in the Personal Development of Grade VI Pupils in Atimonan
Central School Annex, Atimonan, Quezon, so that institution would know how to
implement good disciplinary action to the pupils in the school.

 To the Teachers, they could establish good rapport with their students, so she could
impart good “values” to her class in order for teaching to be effective and also to guide
the students in good way of discipline.

 To the Parents, the study will enable the parents to know on how to discipline their child
at home in a good way not only in terms of behavior and but also in terms of the
personality and personal development of their children. The study could help the parents
in guiding their children about what is the good and the bad through disciplining their
children.

 To the pupils, it will help them to know the good and the wrong doing, and eliminate the
wrong doings so that they will keep doing the good thing and apply the good deeds that
they learned in school.

 To the Future researchers, this will serve as their reference material in studying the
effects of teacher’s discipline to the personal development of the pupils in the aspects of
discipline.

 To the researcher, this study will help her to expound her perception about the discipline
to her students and it can help her to improve the behavior of her students in a good way
of discipline.
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EDUCATION DEPARTMENT 4

SCOPE AND DELIMITATION

This study was undertaken in Atimonan Central School Annex, Atimonan Quezon during
the SY 2015-2016. The study considers the selected Grade VI elementary pupils. The particular
study populations were enrolled from the School Year 2015-2016. They have twenty six (26)
boys and thirty eight (38) girls, with the total of sixty four (64) pupils.

The researcher used the purposive sampling method because the respondents were chosen
on the basis of their knowledge of the required information for the study. It sought to answer the
question, what are the Effects of teacher’s discipline that affect the Personal Development to the
Grade VI pupils in terms of: Character Building, Positive Behavior, Self-Confidence, Health and
Wellness, Academic Performance.

CONCEPTUAL FRAMEWORK/RESEARCH PARADIGM

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Grade VI pupils of
Atimonan Central Effects of teacher’s discipline
School Annex on the Personal Development of
Atimonan, Quezon Grade VI pupils in terms of:
S.Y 2015-2016
a) Character Building
b) Positive Behavior
c) Self-Confidence
d) Health and Wellness
e) Academic
Performance

Figure A. The Effects of Teachers discipline in the Personal Development of Grade VI pupils of
Atimonan Central School, Atimonan Quezon.
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EDUCATION DEPARTMENT 5

This figure present the independent variables are the Grade VI pupils of Atimonan Central
School, Atimonan Quezon S.Y [Link] the other hand, the dependent variable is composed
of: Effects of teacher’s discipline that affect the Personal Development to the Grade VI pupils in
terms of the following dimensions: Character Building, Positive Behavior, Self-Confidence,
Health and Wellness, Academic Performance.

DEFINITION OF TERMS8
The following terms are defined operational and conceptually:
Academic Performance- is a measurement of student academic progress or the amount of
academic growth a student experiences during one school year.
Assertive means that forcing the person to obey orders.
Assertive Discipline is to allow teachers to engage students in the learning process uninterrupted
by students’ misbehavior.
Character Building- means that they developing their character through by their own experience
in life.
Disciplinary Action means that unacceptable behavior or performance, when do we use this if
the other methods such as coaching and performance appraisal have not been successful.
Disciplinary problems means that actions are concerned with making sure that people obey rules
or regulation and that they are punished if they do not.
Discipline means is a way of teaching the child how to behave or to act well.
Exclusionary discipline is a punishment that alienates the student at school, such as suspension
or getting expelled.
Health and Wellness- means that they protect their selves or take care of their body in any
harmful things.
Personal Development- means that one person developed his/her personalities in doing of good
or proper discipline take by teachers or parents.
Positive Behavior- means that a person who has good behavior to follow the rules and regulation
of one’s institution.
Self-Confidence- means that the one person who had confidence to talk people or collaborate
with other people in this society.
8
Pierce County Juvenile (2001).” Exclusionary Discipline in Schools seems to be Negative in the long run” retrieved
April 13 2016. [Link]
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EDUCATION DEPARTMENT 6

CHAPTER II
REVIEW OF RELATED LITERATURE AND
STUDIES

A. RELATED LITERATURE

1. FOREIGN LITERATURE

Goodman (2007) suggested that discipline in schools is failing and needs to change.
Discipline policies need to be fair and consistent for students to abide by them. “The argument is
made that if discipline is to succeed, students must believe in and identify with the goals it is
designed to support.3

It is said that the students who receive exclusionary discipline consequences are usually
at-risk youth from socioeconomically disadvantaged environments, with social emotional deficits,
and live in single parent homes (Atkins et al., 2002; Casella, 2003; Cohen, 2001)4.

Charles (2008) said that the assertive discipline model stresses positive reinforcement for
good behavior and consequences for misbehavior. The model is not meant to serve as a tool to
punish misbehavior, but rather as a tool to prevent it from occurring in the first place. 5

3
Goodman, J. F. (2007). School discipline, by-in and belief. Ethic and Education 2(1) 3-23. Retrieved July 27, 2010,
from Eric database (24756666)
4
Blomberg, N. (2003). Effective discipline for misbehavior: In-school versus out-ofsuspension. Concept, 27, 1-11.
Retrieved from [Link]

5
Charles (2008).”Assertive Discipline” retrieved on April 13, 2016.
[Link]
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EDUCATION DEPARTMENT 7

2. LOCAL LITERATURE

Guerero-Manalo (2011) advocated against corporal punishment, emphasizing that it

cannot be delineated from physical abuse of children. She considers it as abusive and infringing
on a child’s right to human dignity. She emphasizes that what we need instead are “programs that
would educate parents how to be parents. Considering that one reason corporal punishment is still
being used is the perceived lack of alternatives, therefore thinks it imperative to institute ways to
make alternatives be known and accessible to them through parental education 6.

Cordero (2005) said that studies around the world show the corporal punishment does not
harm than good since “hurts” children physically and emotionally, destroys the self-confidence,
damage their relationship with their parents or guardians, and still fear, mistrust and hatred 7.

Malindog (2011) states that the United Nations Convention on the rights of the child,
ratified in 1.93 countries includes Philippines, “Article 1.9 requires all states to make all
appropriate legislative, administrative, social and educational measures to protect child from all
forms of physical or mental violence, injury or abuse, neglect or negligent treatments,
maltreatment or exploitation including sexual abuse, while in the care of parent (s), legal
guardian(s) or any who has the care of the child”8.

According to Intervention Central (2014), teachers should use the positive reinforcement
when it comes to the punishment of the students. The power of punishment techniques is that they
can rapidly decrease a student's rate of problem behaviors. When planning a behavioral program,
then, it is always a good idea to complement negative consequences for inappropriate behaviors
with positive-reinforcement system the rewards a child’s positive behaviors. 9
6
Manalo-Guerero S. (2011), Corporal punishment: discipline or abuse, Retrieved on October 27,2015 from the
[Link]
7
Cordero, Rowena (2005), Anti-corporal Punishment Bill, Retrieved on January 15 2016 from the
h[Link]
8
Malindog, Anna (2011) PPDD Legal Advocacy Anti- Corporal Punishment Bill Way to go… Retrieved on January 15,
2016 from the [Link]
9
Intervention Central (2014), “what every teacher should know about…Punishment techniques and student behavior
plans”, retrieved on April 22, 2017 from the
[Link]
should-know-about%E2%80%A6punishment-techni
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EDUCATION DEPARTMENT 8

RELATED STUDIES

1. FOREIGN STUDIES

Tassell, (2005) cited that teachers do not generally want to give control to their students.
They perceive that the mark of a good teacher is a teacher who is in control of the class. The
amount of control that teachers have in the class is often seen by the administrators as a
measurement of the quality of a teacher.10
On the other hand, Sailor, D.H (2010) stated that physical punishment to children should
stop that it may lead them to become violence when they are teenagers and adults. They can even
hurt their peers, or companionship because of the improper behavior that they experience or it is
because of the punishment that they encounter at home. Some of their parents did not used the
right way of disciplining their children at home so that they used wrong way of punishment that
for the parents is effective, they think that it is the right way of disciplining their child to teach
them a lesson. 11
According to Holden, (2015) the discipline and punishment of children by parents is
among the most commonly investigated topics in developmental psychology. The types of
disciplinary techniques used by parents reflect a core ingredient of those parents’ approach to
childrearing. Discipline occurs when there is a breakdown in child management and the child has
made, in the parent’s view, a transgression. Disciplinary techniques are those methods used by
parents to correct misbehavior, discourage inappropriate behavior, and gain compliance from
their children. These techniques consist of a variety of actions and reactions and include such
common techniques as reasoning, psychological control, coercion by threats or corporal
punishment, time-outs, withdrawal of privileges, or ignoring. Such actions inadvertently reinforce
misbehavior or model inappropriate behavior. 12
10
Tassell,Van,(2005) “ Applying choice Theory in Fostering Discipline”. Managing and Modifying learners Behaviors
in South America Schools., International Journal of Humanities and Social Science, retrieved on November 16, 2015
from the [Link]/jounals/Vol_2_No_22_Special_Issue_Nov_2012
11
Sailor, D.H (2010).” Discipline and Punishment” retrieved April 20,2017 from the
[Link]

12
Holden George (2015), "Discipline and Punishment” retrieved June 212017 from the
[Link]
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EDUCATION DEPARTMENT 9

2. LOCAL STUDIES

According to Alanes, (2005) a teacher should display image as a good disciplinarian,

must know how to cope with the feelings of his/her students. One must know to encourage
students, display to be good creature a friendly atmosphere between the teacher and the students,
display sense of humor, and the most delivers spontaneously, sympathy, kindness, patience and
diligence to students.13
Rom (2006) emphasized the self-concept of the students in Quezonian Educational
College to improve their traits and characteristic that affect in their personal and interpersonal life
and they should learn to have self-control and get along with friends but not become dependent
on them. They should improve also their Emotional Quotient and avoiding comparing themselves
to their fellow students.14
On the other hand, Villa (2011) pointed out that teachers and parents should working
together in guiding the pupils in developing their self-concept and the teacher need to encourage
their pupils to develop a growing love for others in school, at home and in the community
through proper guidance because the pupils are need to be collaborative in school activities so
that they can improve or develop their self-confidence in enriching their physical appearance and
to boost their personality to become popular.15
Rico (2014) stated that parents must change their concepts about punishment as a form of
learning motivation of their child by giving more, however practice a good learning motivation
for their child or intrinsic rewards and less of punishment. Hence, the teachers must orient the
parents about the effects of rewards and punishment as a learning motivation for their child that is
why teacher must give an advises, instruction and tips to them on hoe to motivate their children
using the right form of motivation.16

13
Alanes, Melody Anne (2005).” Perceived Measures of Teachers in the Establishing Discipline among students in
Quezonian Educational College Inc. Atimonan, [Link] 2004-2005.
14
Rom, Bernadith E. (2006).”Emotion Quotient and self-concept in the Development of personality among selected
third Year College students of Quezonian Educational College Inc. Atimonan, Quezon. SY 2005-2006.
. 15Villa, MArk Jason A. (2011).”Factors Contributing to the formation of Self-concept as Perceived by Grade VI pupils
of Tagbakin Elementary School Atimonan, Quezon SY 2010-2011”.
16
Rico, Mariz May P. (2014).” Perceived effects of parents Rewards and Punishment in the learning Motivation of the
Selected Grade V pupils of Atimonan Central School Atimonan, Quezon 2013-2014.”
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CHAPTER III
METHOD OF RESEARCH AND PROCEDURE
This chapter will discuss the Research Method and Procedure of the study. It includes the
Method of Research Used, Development of Research Instrument, The Method of Collecting Data
Sampling Design, and the Statistical Treatment used in analyzing and interpreting data.

A. METHOD OF RESEARCH USED

The researcher used the descriptive method to describe the present conditions events or
system based on impressions or reaction of respondents which is factual and appropriate to the
research being studied. The data were collected by use of questionnaires and analyzed based on
descriptive statistical method. The researcher aimed to determine the Effects of teacher’s
Discipline to the Personal Development among the Grade VI Pupils of Atimonan Central School
Annex, Atimonan Quezon about what kind of disciplinary action of their teacher used to them.

B. LOCALE OF THE STUDY

The study is conducted in Atimonan Central School Annex, Atimonan Quezon for the
year 2015-2016. It is a public school headed by Mrs. Norminda V. Almagro a school principal.
It is located in Barangay Zone I Poblacion, Atimonan Quezon. Atimonan is located at the
fourth district of Quezon. The common occupation of the people here is selling handicraft like
decorations, and others. Also there are different kinds of job here that the people here can work
that they do not need to go to somewhere or place for looking a job. The ACSA is near in the
Catholic Church here in Atimonan, it has seven (7) classrooms and 5 make shifts rooms a total of
12 classrooms. The total population in this school is 458 pupils and also there are eight (8)
Teachers in this school. The researcher used purposive sampling where the researcher selected
them all the Grade Vi pupils composed of 26 males and 38 females with a total of 64 pupils. But
when the researcher gathered her data there are only sixty pupils, instead of sixty four.
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C. DEVELOPMENT OF THE RESEARCH INSTRUMENT METHOD

OF COLLECTING DATA

The researcher gathered some information needed through library research and e-library
research. The researcher used a questionnaire as her main tool instrument in gathering the
necessary data about the Effects of teacher’s Discipline to the Personal Development among the
Grade VI Pupils of Atimonan Central School Annex, Atimonan Quezon.

C.1. METHOD OF COLLECTING SECONDARY DATA

For the library research the researcher conducted library research for collecting
secondary data in Quezonian Educational College Inc., (QECI) library with the aid of printed
materials such as journals, magazines and textbooks that helped her in developing this study with
the help of school librarian. She also studied published books and unpublished thesis that are
related to the study being conducted.

For the e-library research the researcher also accessed the internet to look for some
conclusion, findings and recommendation of related studies in foreign country. By that, she
gathered the needed data that helped her to improve this study. The age of modernization
provided the instrument that is needed to meet the demands in education. Through this, the
researcher browsed some websites that contain updated information that will give additional
insights to the study.
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C.2. METHOD OF COLLECTING PRIMARY DATA

SURVEY AND QUESTIONNAIRE

The questionnaire was the main instrument used by the researcher. The researcher
formulated questionnaire which undergo certain revision and improvement before finally
implemented and answer by set of Grade VI respondent. She used questionnaire regarding to the
Effects of Teacher’s Discipline to the Personal Development. It included what is the effect of the
disciplinary action used by their teacher in the good way to become a good person in terms of:
Character Building, Positive Behavior, Self-Confidence, Health and Wellness, Academic
Performance.

D. SAMPLING DESIGN

The researcher comprised all the Grade VI pupils of Atimonan Central School Annex in
her study because it is composed of one section only. The Grade VI pupils have a total number of
sixty four (64), but when the researcher get in to the classroom and before she distributed the test
papers, she noted that there are four absent pupils in the morning session. The researcher selected
them purposively to gather necessary data for the study.

E. STATISTICAL TREATMENT OF DATA

To measure the responses of the Grade VI pupils to the effects of teacher’s discipline to
the personal development, Weighted Mean the formula was used.

The researcher used weighted mean to determine the effects of teachers discipline to the
personal development of Grade VI pupils. The formula is:

Where:
WM = Weighted Mean
f = frequency
TF = total frequency
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A five- point Likert Scale was used in her survey questionnaire which links the scale
(1.79-1.00) to (5.00-4.20), with (1.79-1.00) as the lowest and the (5.00-4.20) as the highest degree
of judgment .The interpretation was based on the above formula of the weighted mean using the
following range as scale.

Table1. Descriptive Analysis of the Weighted Mean of Responses

Range Description Qualitative Description
4.20-5.00 Strongly Agree SA
3.40-4.19 Agree A
2.60-3.39 Undecided U
1.80-2.59 Disagree DA
1.00-1.79 Strongly Disagree SDA
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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA
This portion conveys the result of the responses of the Grade VI pupils on the effects of
teachers discipline to the personal development in the Atimonan Central School Annex,
Atimonan Quezon SY. 2015-2016.

1. The effects of Teacher’s Discipline in the Personal Development of the Grade VI

pupils in terms of:
1.1 CHARACTER BUILDING
Table 1.1 Summary of the responses of the Grade VI pupils according to Character
Building
STATEMENT SA A U D SDA WM D.A RANK
1. Teacher’s discipline makes me an obedient 36 23 1 4.55 Strongly 1
student. Agree
2. Every time cut my class, my teacher always 2 20 19 7 12 2.88 Undecided 10
calls the attention of my parents to present me
for being delinquent in class.
3. Teacher’s discipline makes me a punctual 22 24 12 1 1 3.28 Undecided 9
student in our class.
4. Once I have taken the things of my 7 21 22 5 5 3.33 Undecided 8
classmates without permission, my teacher
always take me to the guidance counselor to
teach me to become trustworthy.
5. Teacher’s discipline makes me loyal to my 30 23 3 1 3 4.27 Strongly 2
friends, teachers, parents and relatives. Agree
6. My teacher always cheer me up every time I 20 27 10 3 4.07 Agree 5.5
win in the competition that is why I learn to be
diligent.
7. Teacher’s discipline makes me an industrious 34 16 6 2 2 4.30 Strongly 3
student. Agree
8. My teacher always encourages me to be 18 29 12 1 4.07 Agree 5.5
polite whenever I saw or encounter an older
person.
9. My teacher’s discipline motivates me to 27 25 5 2 1 4.25 Strongly 4
learn from own mistakes to become a better Agree
person.
10. My teacher always taught me self-discipline 15 23 12 7 3 3.67 Agree 7
to avoid going out even if it is not a recess time.
Average Weighted Mean 3.87 Agree
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Table 1.1 shows the weighted mean of the responses of the Grade VI pupils relative to the
Character Building having an overall average weighted mean of 3.87and lies under the AGREE
level of description.

Based on the results, the respondents STRONGLY AGREED to the following statements:
“Teacher’s discipline makes me an obedient student.” with the computed weighted mean
of 4.55 and ranked 1.
“Teacher’s discipline makes me loyal to my friends, teachers, parents and relatives.” with
the computed weighted mean of 4.27 and the rank 2.
“Teacher’s discipline makes me an industrious student.” with the computed weighted
mean of 4.30 and the rank 3.
“My teacher’s discipline motivates me to learn from own mistakes to become a better
person.” with the computed weighted mean of 4.25 and rank 4.
Furthermore, it is also revealed that the Grade VI pupils AGREED to the following statements:

“My teacher always cheer me up every time I win in the competition that is why I learn to
be diligent.” with the computed weighted mean of 4.07 and rank 5.5.

“My teacher always encourages me to be polite whenever I saw or encounter an older

person.” with the computed weighted mean of 4.07 and rank 5.5.

“My teacher always taught me self-discipline to avoid going out even if it is not a recess
time.” with the computed weighted mean of 3.67 and rank 7.

On the other hand, the Grade VI pupils are UNDECIDED on the following statements:

“Once I have taken the things of my classmates without permission, my teacher always
take me to the guidance counselor to teach me to become trustworthy.” with the
computed weighted mean of 3.33 and rank 8.

“Teacher’s discipline makes me a punctual student in our class.” with the computed
weighted mean of 3.28 and rank 9.

“Every time cut my class, my teacher always calls the attention of my parents to present
me for being delinquent in class.” with the computed weighted mean of 2.28 and rank
10.
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1.2. POSITIVE BEHAVIOR

Table 2.2. Summary of the responses of the respondents according to Positive Behavior
STATEMENT SA A U D SDA WM D.A RANK
1. My teacher always reminds me not to 38 18 3 1 4.55 Strongly 1
hurt someone to keep peace in class. Agree
2. My teacher always reminds me to do not 37 19 3 1 4.53 Strongly 2
take those things that belong to my Agree
classmate that is why I learn to be honest
with them
3. My teacher always reminds me that I 32 21 5 2 4.35 Strongly 4
need to behave myself when visitors are Agree
coming in our classroom.
4. My teacher always tells me that if I get a 24 30 3 2 1 4.23 Strongly 6
book from the bookshelf, I need to arrange Agree
it well.
5. My teacher always calls my attention 24 27 7 1 1 4.20 Strongly 7
whenever I’m a naughty in our class that is Agree
why I learn to keep quiet and to focus in
our lesson.
6. My teacher always reminds me that if I 25 27 7 1 4.25 Strongly 5
meet an old woman or man in the bus, I Agree
should volunteer my seats for them.
7. Every time I clean our classroom, my 18 31 8 2 1 4.05 Agree 9
teacher always reminds me to erase what is
written in the black board and clean the
windows.
8. My teacher always warn me not to 18 31 6 4 1 4.02 Agree 10
destroy the pictures in the wall or any
materials that are posted that is why I
learned to be careful of things and seal the
posters that are loose.
9. My teacher’s discipline encourages me 26 20 11 1 2 4.12 Agree 8
to behave well in class.
10. My teacher always tells me do not talk 34 22 2 1 1 4.45 Strongly 3
while s/he did not finish yet that is why I Agree
learn to respect them.
Average Weighted Mean 4.28 Strongly
Agree

Table 2.2. shows the weighted mean of the responses of the Grade VI pupils relative to the
Positive Behavior having an overall average weighted mean of 4.28 and lies under the
STRONGLY AGREED level of description.
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Based from the results, the Grade VI pupils STRONGLY AGREED to the following statements:
“My teacher always reminds me not to hurt someone to keep peace in class.” with the
computed weighted mean of 4.55 and rank 1.

“My teacher always reminds me to do not take those things that belong to my classmate
that is why I learn to be honest with them.” with the computed weighted mean of 4.53
and rank 2.

“My teacher always tells me do not talk while s/he did not finish yet that is why I learn to
respect them.” with the computed weighted mean of 4.45 and rank 3.

“My teacher always reminds me that I need to behave myself when visitors are coming in
our classroom.” with the computed weighted mean of 4.35 and rank 4.

“My teacher always reminds me that if I meet an old woman or man in the bus, I should
volunteer my seats for them.” with the computed weighted mean of 4.25 and rank 5.

“My teacher always tells me that if I get a book from the bookshelf, I need to arrange it
well.” with the computed weighted mean of 4.23 and rank 6.

“My teacher always calls my attention whenever I’m a naughty in our class that is why I
learn to keep quiet and to focus in our lesson.” with the computed weighted mean of 4.20
and rank 7.

However, the Grade VI pupils AGREED to the following statement:

“My teacher’s discipline encourages me to behave well in class.” with the computed
weighted mean of 4.12 and rank 8.

“Every time I clean our classroom, my teacher always reminds me to erase what is
written in the black board and clean the windows.” with the computed weighted mean of
4.05 and rank 9.

“My teacher always warn me not to destroy the pictures in the wall or any materials that
are posted that is why I learned to be careful of things and seal the posters that are loose.”
with the computed weighted mean of 4.02 and rank 10.
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1.3. SELF-CONFIDENCE
Table 3.3. Summary of the responses of the respondents according to Self-confidence
STATEMENT SA A U D SDA WM D.A RANK
1. My teacher always reminds me do not be 39 18 2 1 4.57 Strongly 1
afraid to raise my hand to answer. Agree
2. My teacher always encourage me not to be 24 29 5 2 4.25 Strongly 4.5
shy of express my ideas that is why I recite Agree
actively in class.
3. My teacher always informs me not to 28 24 5 L 2 4.25 Strongly 4.5
afraid to participate that is why I learn to Agree
collaborate well with my classmates.
4. My teacher does not refuse me even if my 15 29 14 2 3.95 Agree 10
answers are wrong that is why I participate
in our class.
5. My teacher always encourages me to share 30 25 2 2 l 4.35 Strongly 2
my ideas every time that we have an activity. Agree
6. My teacher always inspires me to make a 19 27 11 1 2 4.00 Agree 9
colorful presentation in my class that is why
I learn to be a creative thinker.
7. My teacher always tells me not to be 22 27 7 2 2 4.08 Agree 7
fearful of participating in school activity that
is why I learn to collaborate and mingle well
with my classmates.
8. My teacher always informs me not to be 20 29 10 1 4.12 Agree 6
bashful of speaking in English in our class
that is why I learn to practice well and to
become fluent in English speaking.
9. Every time I present my works, my 25 26 4 3 2 4.07 Agree 8
teacher always inspire me that I can do it
whenever I feel nervous that is why I learn to
be an attentive and diligent student.
10. My teacher always tells me not to afraid 29 25 4 L l 4.33 Strongly 3
of showing the results of my exam to my Agree
parents that is why I learn to study well and
make my parents proud.
Average Weighted Mean 4.20 Strongly
Agree

Table 3.3 shows the weighted mean of the responses of the Grade VI pupils relative to the Self-
Confidence having an overall average weighted mean of 4.20 and lies under the STRONGLY
AGREED level of description.
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EDUCATION DEPARTMENT 19

Based from the results, the Grade VI pupils STRONGLY AGREED to the following statements:
“My teacher always reminds me do not be afraid to raise my hand to answer.” with the
computed weighted mean of 4.57and rank 1.

“My teacher always encourages me to share my ideas every time that we have an
activity.” with the computed weighted mean of 4.35 and rank 2.

“My teacher always tells me not to afraid of showing the results of my exam to my
parents that is why I learn to study well and make my parents proud.” with the computed
weighted mean of 4.33 and rank 3.

“My teacher always encourage me not to be shy of express my ideas that is why I recite
actively in class.” with the computed weighted mean of 4.25 and rank 4.5.

“My teacher always informs me not to afraid to participate that is why I learn to
collaborate well with my classmates.” with the computed weighted mean of 4.25 and
rank 4.5.

However, the Grade VI pupils AGREED of the following statement:

“My teacher always informs me not to be bashful of speaking in English in our class that
is why I learn to practice well and to become fluent in English speaking.” with the
computed weighted mean of 4.12 and rank 6.

“My teacher always tells me not to be fearful of participating in school activity that is
why I learn to collaborate and mingle well with my classmates.” with the computed
weighted mean of 4.08 and rank 7.

“Every time I present my works, my teacher always inspire me that I can do it whenever I
feel nervous that is why I learn to be an attentive and diligent student.” with the
computed weighted mean of 4.07 and rank 8.

“My teacher always inspires me to make a colorful presentation in my class that is why I
learn to be a creative thinker.” with the computed weighted mean of 4.00 and rank 9.

“My teacher does not refuse me even if my answers are wrong that is why I participate in
our class.” with the computed weighted mean of 3.95 and rank 10.
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EDUCATION DEPARTMENT 20

1.4. HEALTH & WELLNESS

Table 4.4. Summary of the responses of the respondents according to Health and Wellness
STATEMENT SA A U D SDA WM D.A RANK
1. Every time I clean our classroom, my 35 23 1 1 4.57 Strongly 2.5
teacher always reminds me to arrange Agree
properly the broom and dust pan.
2. Every time I eat a junk food in our 19 3l 6 2 2 3.80 Agree 10
canteen, my teacher encourages me to eat
healthy and nutritious food.
3. Every time I feel pain, my teacher always 25 30 5 4.33 Strongly 4.5
reminds me to take care of myself. Agree
4. My teacher always remind me that be 16 31 11 2 3.98 Agree 9
careful of using scissors or anything that are
sharp that it can harm that is why I learn to
careful and avoid a pointy sharp things.
5. My teacher always warns me to flush the 24 21 12 2 l 4.08 Agree 7
toilet after I use it and to keep the
cleanliness of our school.
6. My teacher always advises me to eat 34 18 5 3 4.88 Strongly 1
fruits and vegetables daily to become Agree
healthy.
7. My teacher always reminds us to always 39 19 1 l 4.57 Strongly 2.5
throw our garbage in the trash can to keep Agree
the cleanliness of our classroom.
8. My teacher always reminds me that 27 27 4 l l 4.30 Strongly 6
regular exercise will help me to become Agree
energetic student.
9. My teacher always tells me to eat 32 20 6 2 4.33 Strongly 4.5
breakfast before going to school so I will be Agree
actively in class.
10. My teacher always advises me to rest 20 29 8 1 2 4.07 Agree 8
well so I can be alert and attentive in class.
Average Weighted Mean 4.29 Strongly
Agree

Table 4.4. shows the weighted mean of the responses of the Grade VI pupils relative to the
Health and Wellness having an overall average weighted mean of 4.29 and lies under the
STRONGLY AGREED level of description.
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EDUCATION DEPARTMENT 21

Based from the results, the Grade VI pupils STRONGLY AGREED to the following statements:
“My teacher always advises me to eat fruits and vegetables daily to become healthy.”
with the computed weighted mean of 4.88 and rank 1.

“Every time I clean our classroom, my teacher always reminds me to arrange properly the
broom and dust Pan.” with the computed weighted mean of 4.57 and rank 2.5.

“My teacher always reminds us to always throw our garbage in the trash can to keep the
cleanliness of our classroom.” with the computed weighted mean of 4.57 and rank 2.5.

“Every time I feel pain, my teacher always reminds me to take care of myself.” with the
computed weighted mean of 4.33 and rank 4.5.

“My teacher always tells me to eat breakfast before going to school so I will be actively
in class. “with the computed weighted mean of 4.33 and rank 4.5.

“My teacher always reminds me that regular exercise will help me to become energetic
student.” with the computed weighted mean of 4.30 and rank 6.

On the other hand, the Grade VI pupils AGREED to the following statements:

“My teacher always warns me to flush the toilet after I use it and to keep the cleanliness
of our school.” with the computed weighted mean of 4.08 and rank 7.

“My teacher always advises me to rest well so I can be alert and attentive in class.” with
the computed weighted mean of 4.07 and rank 8.

“My teacher always remind me that be careful of using scissors or anything that are sharp
that it can harm that is why I learn to careful and avoid a pointy sharp things.” with the
computed weighted mean of 3.98 and rank 9.

“Every time I eat a junk food in our canteen, my teacher encourages me to eat healthy
and nutritious food.” with the computed weighted mean of 3.80 and rank 1
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EDUCATION DEPARTMENT 22

1.5. ACADEMIC PERFORMANCE

Table 5.5. Summary of the responses of the respondents according to Academic Performance
STATEMENT SA A U D SDA WM D.A RANK
1. My teacher always calls my name every 23 30 5 2 4.20 Strongly 6.5
time I do not listen to her discussion to Agree
make me more attentive in class.
2. Every morning I came late in the 17 29 9 2 3 3.92 Agree 10
school, my teacher always remind me to
came here earlier so I can listen to the
whole class discussion.
3. My teacher always reminds me to study 31 24 2 l 2 4.35 Strongly 1
hard and make my parents proud that is Agree
why I am always present in the school.
4. My teacher warns me if I do not 22 22 11 4 l 4.00 Agree 9
scribble, that is why I need to write that
what is written on the black board.
5. Every time I fail the exams, my teacher 28 24 2 l 5 4.18 Agree 8
always reminds me to study before the
examination to improve my grades.
6. My teacher always reminds us not to 28 25 5 2 4.28 Strongly 3
cheat in exam so that I learn to study well. Agree
7. My teacher always tells me to avoid 30 21 4 4 l 4.25 Strongly 4
playing games in our home so that I can Agree
answer my assignment and do my
projects.
8. My teacher always inspires me to read 30 21 7 l 1 4.30 Strongly 2
books at home to enhance my imagination Agree
and improve my reading skills.
9. My teacher always inspires me to study 25 26 7 2 4.23 Strongly 5
to become an achiever in our class. Agree
10. My teacher always encourages me to 26 26 4 2 2 4.20 Strongly 6.5
make a good presentation in front of my Agree
classmates.
Average Weighted Mean 4.19 Agree

Table 5.5 shows the weighted mean of the responses of the Grade VI pupils relative to the
Academic Performance having an overall average weighted mean of 4.19 and lies under the
AGREED level of description.
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EDUCATION DEPARTMENT 23

Based from the results, the Grade VI pupils STRONGLY AGREED to the following statements:
“My teacher always reminds me to study hard and make my parents proud that is why I
am always present in the school.” with the computed weighted mean of 4.35 and rank 1.

“My teacher always inspires me to read books at home to enhance my imagination and
improve my reading skills.” with the computed weighted mean of 4.30 and rank 2.

“My teacher always reminds us not to cheat in exam so that I learn to study well.” with
the computed weighted mean of 4.28 and rank 3.

“My teacher always tells me to avoid playing games in our home so that I can answer my
assignment and do my projects.” with the computed weighted mean of 4.25 and rank 4.

“My teacher always inspires me to study to become an achiever in our class.” with the
computed weighted mean of 4.23 and rank 5.

“My teacher always calls my name every time I do not listen to her discussion to make
me more attentive in class.” with the computed weighted mean of 4.20 and rank 6.5.

“My teacher always encourages me to make a good presentation in front of my

classmates.” with the computed weighted mean of 4.20 and rank 6.5.

On the other hand, the Grade VI pupils AGREED to the following statements:

“Every time I fail the exams, my teacher always reminds me to study before the
examination to improve my grades.” with the computed weighted mean of 4.18 and rank
8.
“My teacher warns me if I do not scribble, that is why I need to write that what is written
on the black board.” with the computed weighted mean of 4.00 and rank 9.
“Every morning I came late in the school, my teacher always remind me to came here
earlier so I can listen to the whole class discussion.” with the computed weighted mean of
3.92 and rank 10.
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EDUCATION DEPARTMENT 24

2. Summary of Average Weighted Mean in Terms of Different Dimension of Teacher’s

Discipline that affects to the Personal Development of Grade VI pupils.
Dimensions AWM D.A Rank
Character Building 3.87 Agree 5
Positive Behavior 4.28 Strongly Agree 2
Self-Confidence 4.20 Strongly Agree 3
Health and Wellness 4.29 Strongly Agree 1
Academic Performance 4.19 Agree 4

This table shows that the summary of Average Weighted Mean with their corresponding
descriptive analysis and rank in terms of Character Building, Positive Behavior, Health and
Wellness, Self-Confidence and Academic Performance.
The Grade VI pupils of Atimonan Central School Annex (ACSA) Strongly Agreed that
the teacher’s discipline affects their “Health and Wellness” with an average weighted mean of
4.29 and ranked 1 ; in the “Positive Behavior” an average weighted mean of 4.28 and ranked
2 and also “Self-confidence” with an average weighted mean of 4.20 and ranked 3. However,
the Grade VI pupils of Atimonan Central School Annex (ACSA) Agreed that their teacher’s
discipline affects their “Academic Performance” with an average weighted mean of 4.19 and
ranked 4 and in “Character Building” with an average weighted mean of 3.87 and ranked 5.
Thus, the results revealed that:

The aspect where the teacher’s discipline affects the Personal Development of Grade VI
pupils the MOST is their “Health and Wellness”.
The aspect where the teacher’s discipline affects the Personal Development of Grade VI
pupils the LEAST is their “Character Building”.
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EDUCATION DEPARTMENT 25

CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS

SUMMARY

The aim of this study is to determine the effects of teachers discipline in the personal
development of Grade VI pupils of Atimonan Central School Annex, Atimonan Quezon SY.
2015-2016.

Specifically it sought to answer the following questions:

1. What are the effects of Teacher’s Discipline in the Personal Development of the Grade VI
pupils in terms of:
a.) Character Building
b.) Positive Behavior
c.) Self-Confidence
d.) Health and Wellness
e.) Academic Performance
2. In what aspect does teacher’s discipline affect the Personal Development of Grade VI pupils
the most?
3. In what aspect does teacher’s discipline affect the Personal Development of Grade VI pupils
the least?

The descriptive survey method of the researcher was used in this study. It is utilized all
the 64 Grade VI pupils in Atimonan Central School Annex were composed of 26 males and 38
females under the supervision of Mrs. Norminda V. Almagro. It is located at Zone 1 Poblacion,
Atimonan Quezon. The researcher used purposive sampling where the researcher selected all the
Grade VI pupils. They were selected through purposive sampling technique were the respondents
are chosen on the basis of their knowledge of the required information for the study. The
researcher utilized a questionnaire as the main instrument in gathering the data. The questionnaire
was divided into four parts with statements which are related using the 5-point Likert Scale
categorized as Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree with a
corresponding weights.
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The data collected were tallied, tabulated, analyze and interpreted. The researcher used a
weighted mean to measure the Effects of teacher’s discipline in the personal development of
Grade VI pupils of ACSA.

FINDINGS

As to perceived personal development of the Grade VI pupils to the effects of their

teacher’s disciplinary action, the following findings were derived:
1. The teachers discipline affect the following aspects of the respondents’ personal
development:

a) Character Building: The overall average weighted mean of this aspect is 3.87 and
qualitatively described as “AGREE”. The Grade VI pupils of Atimonan Central School
Annex STRONGLY AGREED that their teachers always remind them to be obedient,
loyal, an industrious, and become a better person. They AGREED that the teachers also
encourage them to be diligent, polite, and self-discipline. However, the Grade VI pupils
of Atimonan Central School Annex are UNDECIDED that their teachers remind them to
become trustworthy, punctual, and not being a delinquent in class.

b) Positive Behavior: The overall average weighted mean of this aspect is 4.28 and
qualitatively described as “STRONGLY AGREE”. The Grade VI pupils of Atimonan
Central School Annex STRONGLY AGREED that their teachers always remind them
to had peace in class, honest, respect, behave, generous to other people, initiative, and
learn to quite in class. Moreover, they AGREED that the teachers also encourage them to
behave, an industrious, and learn to be careful.

c) Self-Confidence: The overall average weighted mean of this aspect is 4.20 and
qualitatively described as “STRONGLY AGREE”. The Grade VI pupils of Atimonan
Central School Annex STRONGLY AGREED that their teachers always remind them
not be afraid in raising hand to answer, to share ideas, to show the results of exam to their
parents, to express ideas, active in class, and to collaborate with their classmates. They
AGREED that the teachers also encourage them to practice well makes perfect,
cooperate in class, to be attentive and diligent, to make colorful presentation to be
creative, and to actively participate in class.
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EDUCATION DEPARTMENT 27

d) Health and Wellness: The overall average weighted mean of this aspect is 4.29 and
qualitatively described as “STRONGLY AGREE”. The Grade VI pupils of Atimonan
Central School Annex STRONGLY AGREED that their teachers always remind them
to become healthy, to well-arrange the materials for cleaning, to practice cleanliness and
compassion, to be healthy and to eat before going school and to take regular exercise.
They AGREED that the teachers also encourage them to flush the toilet, rest well, be
careful of using sharp things, and to eat nutritious and healthy foods.

e) Academic Performance: The overall average weighted mean of this aspect is 4.19 and
qualitatively described as “AGREE”. The Grade VI pupils of Atimonan Central School
Annex STRONGLY AGREED that their teachers always remind them to study hard,
read books, not to cheat in exam, avoid playing games to answer the assignment, do the
project easily, to become an achiever, to be attentive in class and to make good
presentation. They AGREED that the teachers also encourage them to study before the
examination, be attentively to do the seatwork, and to be punctual to attend the whole
class discussion.
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CONCLUSIONS
In the light of the findings in this study, the following conclusions were drawn

1. The results of this study contribute knowledge to the Grade VI pupils of Atimonan Central
School Annex as well as to their teacher too. Both of them will be well informed of the effects of
Teacher’s discipline in the Personal Development of the Grade VI pupils. On the researchers’
point of view, it is relevant to implement a positive teacher’s discipline in order to have a good
behavior and to develop the personality of the students inside and outside the classroom.

a) Based on the revealed findings, it is clearly concluded that the Grade VI pupils of
concurred that the Teacher’s discipline affects them in terms of Character Building. The
teachers help them improve and develop their moral and good manners that can help
them to become a decent person to their parents, peers, teachers, and to other people.

b) Also it is determined that the Grade VI pupils of Atimonan Central School Annex
strongly agreed that teachers help develop their Positive Behavior which affect their
personality, behavioral traits. Because of teacher’s guidance they learn to respect other
people whenever their teachers disciplined them to become a gallant person.

c) Through the results gained on this study specifically it revealed that the Grade VI pupils
of Atimonan Central School Annex strongly agreed that teacher’s discipline affects their
Self-Confidence which persuade them to develop their self-esteem and cooperation in
every activity. Their teachers boost their self-assurance in sharing their ideas to others.

d) According on the prominent findings of the study, it is concluded that the Grade VI
pupils of Atimonan Central School Annex believe that teacher’s discipline affects
strongly the pupils Health and Wellness. Through the advice of their teacher, the pupils
nurtured themselves from harmful materials and become healthy in order to help them to
have energy and to become attentive in class.
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e) The total response indicated that the Grade VI pupils of Atimonan Central School Annex
specify that teacher’s discipline have an effect on the pupils’ Academic Performance,
especially in cultivating their attention in study, improvement of their knowledge and
their creativity that it can help them to attain their good grades and to learn well their
lessons.

2. Generally, the results of the responses of Grade VI pupils of Atimonan Central School Annex
distinctly concluded that the teacher’s discipline affect the personal development of the Grade VI
pupils of ACSA. It contributes the most in Health and Wellness because most of the pupils
became interested in attaining the right nutrition in eating healthy and nutritious foods. Their
teachers show deep concern toward their pupils’ health.

3. Generally, the results of the responses of Grade VI pupils of Atimonan Central School Annex
distinctly concluded that the effects of teacher’s discipline in the personal development of the
Grade VI pupils of ACSA, contributed the least in Character Building. Character Building
attained the lowest ranked among the other aspects because most of the pupils’ personality and
behavior are affected by other aspects such as the influence of the behavior of their classmates,
peers and the environment, which is greater than the teacher’s discipline inside the classroom.
 QUEZONIAN EDUCATIONAL COLLEGE, INC.
EDUCATION DEPARTMENT 30

RECOMMENDATIONS

Based on the findings and conclusion, the researcher recommends that:

To the School Administrators
 Implement the subject areas that are related to the disciplining the child that affect their
personal development so that the teachers will be able to know how they can discipline
the child in a best way.
 Widen the knowledge of teachers about discipline by providing books, newspapers,
journals and others in the school library and through seminars.
 Organize some seminars and activities about how to discipline the child that can help the
teachers and parents.

To the Teachers

 Provide some books that relate to discipline or values that it help yourself to find out
what can you do as a teacher or as a second parent to the pupils by disciplining them well
without harm.
 Conduct some research or surf some information on the internet about the ways to
discipline the child so that you can gain knowledge about discipline.
 Read some journals, and books that are related to discipline that it can help you in your
teaching job.

To the Parents

 Collect some information about how to discipline your child without harming them
physically and emotionally.
 Be a good person in a nice way so you can guide your children to do some good deeds
towards other people.
 Learn how to control your anger and use the right way of disciplining your children at
home.
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To the Pupils

 Extend your understanding and patience to your parents or guardians and listen to their
advice because they know what are the right things to do for your own sake.
 Respect them and appreciate what they had done for you.
 Apply the lessons that you learn from your teachers and parents whenever they discipline
you in order for you to know the right and wrong doings.

To the Future Researchers

 Conduct an in-depth study that may use the same variable in this study that it can help
you to choose a relevant topic that you want to study.
 Choose an interesting topic that is related to this topic so that you may use this study as a
reference material.

To the Researcher
 As a future teacher, influence others to be aware of the ways how to discipline the child
and give information to others on how to do the right thing through discipline.
 Have a broader understanding what the right things you must to do whenever you
discipline a child.
 Think and share knowledge to others especially to the parents to help them in guiding
their children in the right way.
 Apply the knowledge or information that can help to develop the child’s personality
inside or outside the classroom.
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EDUCATION DEPARTMENT 32

BIBLIOGRAPHY
 QUEZONIAN EDUCATIONAL COLLEGE, INC.
EDUCATION DEPARTMENT 33

UNPUBLISHED THESIS
Alanes, Melody Anne (2005).” Perceived Measures of Teachers in the Establishing Discipline
among students in Quezonian Educational College Inc. Atimonan, [Link] 2004-2005”.

Rico, Mariz May P. (2014). ”Perceived effects of parents Rewards and Punishment in the
learning Motivation of the Selected Grade V pupils of Atimonan Central School Atimonan,
Quezon 2013-2014”.

Rom, Bernadith E. (2006).”Emotion Quotient and self-concept in the Development of personality

among selected third Year College students of Quezonian Educational College Inc. Atimonan,
Quezon. SY 2005-2006”.

Villa, MArk Jason A. (2011).”Factors contributing to the formation of Self-concept as Perceived

by Grade VI pupils of Tagbakin Elementary School Atimonan, Quezon SY 2010-2011”.

WEBSITE
Blomberg, N. (n.d.). Effective Discipline for Misbehavior: In School vs. Out of School Suspension
Retrieved July 24, 2015 from
[Link]

Blomberg, N. (2003). Effective Discipline for Misbehavior: In-school versus Out-of Suspension.
Concept, 27, 1-11. Retrieved from [Link]

[Link] retrieved November 13 2015 from [Link]

Cordero, Rowena (2005), Anti-corporal Punishment Bill, Retrieved on January 15 2016 from the
h[Link]
 QUEZONIAN EDUCATIONAL COLLEGE, INC.
EDUCATION DEPARTMENT 34

Intervention Central, “what every teacher should know about…Punishment techniques and
student behavior plans”, retrieved on April 22, 2017 from the
[Link]
every-teacher-should-know-about%E2%80%A6punishment-techni

Goodman, J. F. (2007). School Discipline, By-in and Belief. Ethic and Education 2(1) 3-23.
Retrieved July 27, 2010, from Eric database (24756666)

Manalo-Guerero S.(2011), Corporal Punishment: Discipline or Abuse, Retrieved on October

27,2015 from the [Link]

Malindog, Anna(2011). PPDD Legal Advocacy Anti- Corporal Punishment Bill Way to go…
Retrieved on January 15, 2016 from the [Link]
[Link].

Nelson, Faye, "A Qualitative Study of Effective School Discipline Practices: Perceptions of
Administrators, Tenured Teachers, and Parents in Twenty Schools."(2002). Electronic Theses
and Dissertations. Paper 718.[Link]

Tassell,Van, “ Applying Choice Theory in Fostering Discipline”. Managing and Modifying

Learners Behaviors in South America Schools., International Journal of Humanities and Social
Science, retrieved on November 16, 2015 from the
[Link]/jounals/Vol_2_No_22_Special_Issue_Nov_2012
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APPENDICES
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EDUCATION DEPARTMENT 36

APPENDIX A: LETTER TO THE PRINCIPAL

January 30, 2016

Mrs. Normida V. Almagro

Principal I
Atimonan Central School Annex
Atimonan, Quezon

Dear Mrs. Almagro,

Greetings of Peace!

I am Nelia B. Rustia, a third year student taking up Bachelor of Science in Elementary

Education in Quezonian Educational College, Inc., I am presently working on an undergraduate
thesis entitled “EFFECTS OF TEACHER’S DISCIPLINE IN THE PERSONAL
DEVELOPMENT OF GRADE VI PUPILS OF ATIMONAN CENTRAL SCHOOL
ANNEX (ACSA) ATIMONAN, QUEZON SY.2015-2016’’.

In connection with this study, I am conducting a survey of Grade VI pupils of Atimonan

Central School Annex using a Questionnaire. I hope that you will allow me to administer the
questionnaire among your Grade VI pupils.

Thank you and I look forward to your favorable evaluation of this request.

Respectfully yours,

Nelia B. Rustia
Researcher
Noted by:

CARMENCITA L. ARAGON
Research instructor Approved by:

MRS. NORMIDA V. ALMAGRO

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EDUCATION DEPARTMENT 37

ACSA PRINCIPAL

APPENDIX B
QUESTIONNAIRE
PART I. EFFECTS OF TEACHER’S DISCIPLINE IN THE
PERSONAL DEVELOPMENT OF GRADE VI PUPILS OF
ATIMONAN CENTRAL SCHOOL ANNEX, ATIMONAN QUEZON
Instruction: Read all the statement carefully. Put a check (/) mark under the column of the
abbreviated words.

SA - Strongly Agree A – Agree U- Undecided D- Disagree SDA- Strongly

Disagree
The Effects of teacher’s discipline that affect the Personal Development of the Grade VI pupils in
terms of:
1. CHARACTER BUILDING
STATEMENT SA A U D SDA

1. Teacher’s discipline makes me an obedient

student.
2. Every time cut my class, my teacher always calls
the attention of my parents to present me for being
delinquent in class.
3. Teacher’s discipline makes me a punctual
student in our class.
4. Once I have taken the things of my classmates
without permission, my teacher always take me to
the guidance counselor to teach me to become
trustworthy.
5. Teacher’s discipline makes me loyal to my
friends, teachers, parents and relatives.
6. My teacher always cheer me up every time I win
in the competition that is why I learn to be diligent.
7. Teacher’s discipline makes me an industrious
student.
8. My teacher always encourages me to be polite
whenever I saw or encounter an older person.
9. My teacher’s discipline motivates me to learn
from own mistakes to become a better person.
10. My teacher always taught me self-discipline to
avoid going out even if it is not a recess time.
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2. POSITIVE BEHAVIOR
STATEMENT SA A U D SDA
1. My teacher always reminds me not to hurt
someone to keep peace in class.
2. My teacher always reminds me to do not take
those things that belong to my classmate that is
why I learn to be honest with them
3. My teacher always reminds me that I need to
behave myself when visitors are coming in our
classroom.
4. My teacher always tells me that if I get a book
from the bookshelf, I need to arrange it well.
5. My teacher always calls my attention whenever
I’m a naughty in our class that is why I learn to
keep quiet and to focus in our lesson.
6. My teacher always reminds me that if I meet an
old woman or man in the bus, I should volunteer
my seats for them.
7. Every time I clean our classroom, my teacher
always reminds me to erase what is written in the
black board and clean the windows.
8. My teacher always warn me not to destroy the
pictures in the wall or any materials that are posted
that is why I learned to be careful of things and seal
the posters that are loose.
9. My teacher’s discipline encourages me to behave
well in class.
10. My teacher always tells me do not talk while
s/he did not finish yet that is why I learn to respect
them.
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EDUCATION DEPARTMENT 39

3. HEALTH AND WELLNESS

STATEMENT SA A U D SDA
1. Every time I clean our classroom, my teacher always
reminds me to arrange properly the broom and dust pan.

2. Every time I eat a junk food in our canteen, my

teacher encourages me to eat healthy and nutritious
food.
3. Every time I feel pain, my teacher always reminds me
to take care of myself.
4. My teacher always remind me that be careful of using
scissors or anything that are sharp that it can harm that
is why I learn to careful and avoid a pointy sharp things.
5. My teacher always warns me to flush the toilet after I
use it and to keep the cleanliness of our school.

6. My teacher always advises me to eat fruits and

vegetables daily to become healthy.
7. My teacher always reminds us to always throw our
garbage in the trash can to keep the cleanliness of our
classroom.
8. My teacher always reminds me that regular exercise
will help me to become energetic student.

9. My teacher always tells me to eat breakfast before

going to school so I will be actively in class.

10. My teacher always advises me to rest well so I can

be alert and attentive in class.
 QUEZONIAN EDUCATIONAL COLLEGE, INC.
EDUCATION DEPARTMENT 40

4. SELF-CONFIDENCE
STATEMENT SA A U D SDA
1. My teacher always reminds me do not be afraid to
raise my hand to answer.
2. My teacher always encourage me not to be shy of
express my ideas that is why I recite actively in
class.
3. My teacher always informs me not to afraid to
participate that is why I learn to collaborate well
with my classmates.
4. My teacher does not refuse me even if my
answers are wrong that is why I participate in our
class.
5. My teacher always encourages me to share my
ideas every time that we have an activity.

6. My teacher always inspires me to make a colorful

presentation in my class that is why I learn to be a
creative thinker.
7. My teacher always tells me not to be fearful of
participating in school activity that is why I learn to
collaborate and mingle well with my classmates.
8. My teacher always informs me not to be bashful
of speaking in English in our class that is why I
learn to practice well and to become fluent in
English speaking.
9. Every time I present my works, my teacher
always inspire me that I can do it whenever I feel
nervous that is why I learn to be an attentive and
diligent student.
10. My teacher always tells me not to afraid of
showing the results of my exam to my parents that
is why I learn to study well and make my parents
proud.
 QUEZONIAN EDUCATIONAL COLLEGE, INC.
EDUCATION DEPARTMENT 41

5. ACADEMIC PERFORMANCE
STATEMENT SA A U D SDA
1. My teacher always calls my name every time I
do not listen to her discussion to make me more
attentive in class.
2. Every morning I came late in the school, my
teacher always remind me to came here earlier so I
can listen to the whole class discussion.
3. My teacher always reminds me to study hard and
make my parents proud that is why I am always
present in the school.
4. My teacher warns me if I do not scribble, that is
why I need to write that what is written on the
black board.
5. Every time I fail the exams, my teacher always
reminds me to study before the examination to
improve my grades.
6. My teacher always reminds us not to cheat in
exam so that I learn to study well.
7. My teacher always tells me to avoid playing
games in our home so that I can answer my
assignment and do my projects.
8. My teacher always inspires me to read books at
home to enhance my imagination and improve my
reading skills.
9. My teacher always inspires me to study to
become an achiever in our class.
10. My teacher always encourages me to make a
good presentation in front of my classmates.
 QUEZONIAN EDUCATIONAL COLLEGE, INC.
EDUCATION DEPARTMENT 42

CURRICULUM VITAE

NELIA B. RUSTIA
San Francisco, Quezon
Email: rustianelia2@[Link]
Mobile no.09483991326/09108643790

OBJECTIVE:
To be able to obtain a teaching position in an elementary school that utilizes my
passion for teaching different learning areas.

TEACHING EXPERIENCE:

Field Study 1 Little Angels Montessori

The learner’s Development Learning Center
And Environment Atimonan, Quezon
2013
Field Study 2 Little Angels Montessori
Experiencing the Teaching Learning Center
Learning Process Atimonan, Quezon
2013
Field Study 3 Little Angels Montessori
Technology in the Learning Center
Learning Environment Atimonan, Quezon 2014

Field Study 4 Little Angels Montessori

Understanding Curriculum Learning Center
Environment Atimonan, Quezon
2014
Field Study 5 Little Angels Montessori
Learning Assessment Learning Center
Strategies Atimonan, Quezon
2015

Field Study 6 Little Angels Montessori

On becoming a Teacher Learning Center
Atimonan, Quezon
2015
 QUEZONIAN EDUCATIONAL COLLEGE, INC.
EDUCATION DEPARTMENT 43

EDUCATIONAL BACKGROUND

Elementary : Look Awasan Elemenatary School

San Francisco, Quezon
2007-2008

Secondary : Casay National High School

San Francisco, Quezon
2011-2012
Tertiary : Quezonian Educational College Inc.
Atimonan, Quezon
2013-2016
SEMINARS/ WORKSHOPS/ TRAININGS ATTENDED:
Participant : 21st Century Learners: Skills and Competencies
Quezonian Educational College Inc.,
Atimonan Quezon, Philipines
February 19-20, 2014
Participant : Procrastinate Symposium
Quezonian Educational College Inc.,
Atimonan Quezon, Philippines
July 6-7, 2013
Participant : Lesson Plan Preparation
Quezonian Educational College Inc.,
Atimonan Quezon, Philippines
October 19-20, 2013

Participant : Enhancing Leadership Thru TEA Governance

Quezonian Educational College Inc.,
Atimonan Quezon, Philippines
October 26-27, 2014
 QUEZONIAN EDUCATIONAL COLLEGE, INC.
EDUCATION DEPARTMENT 44

PERSONAL DATA:
Name: Nelia B. Rustia
Nickname: Nhelz
Address: Sitio Awasan, San Francisco Quezon
Date of Birth: November 17, 1995
Place of Birth: Sitio Awasan, San Francisco Quezon
Age: 21
Weight: 50 lbs.
Height: 5’3
Religion: Roman Catholic
Language Spoken: Tagalog and English

CHARACTER REFERENCES:

WALTER F. GALAROSA, Ma. Ed.

College Instructor, QECI
CP. No. (0947)9370290

CARMENCITA L. ARAGON
Executive Vice President, QECI
CP. No. (0917)8312457

I hereby certify that the above information is true and correct to the best of my
knowledge.

NELIA B. RUSTIA