Teachers’ Strategies, Challenges, and Discipline Among Modern-Day Learners in the Classroom at Sinunuc National High School, Zamboanga City

Abstract

This study examined the teachers’ strategies, challenges, and levels of discipline among modern-day learners at Sinunuc National High School in Zamboanga City. Using a mixed-method design, the quantitative phase involved thirty (30) Senior High School students who assessed the extent of teachers’ strategies and student discipline through a structured survey. The qualitative phase consisted of interviews with five (5) Senior High School teachers to explore the challenges encountered in maintaining classroom order. Descriptive statistics and regression analysis were utilized for quantitative data, while thematic analysis was employed for qualitative responses. Results revealed that teachers consistently used effective communication strategies, behavioral interventions, and collaborative problem-solving techniques to promote discipline. Students demonstrated a high level of discipline characterized by respect, compliance, and responsibility. Regression results showed that teachers’ strategies significantly predicted 68% of the variance in students’ discipline, indicating a strong relationship between teacher practices and student behavior. Findings highlight the importance of positive reinforcement, participatory rule-setting, restorative approaches, and consistent communication. Recommendations include strengthening student-centered strategies, enhancing teacher training, and sustaining collaborative discipline practices to improve classroom management and learner engagement.