Extent Of Implementation of The Department of Education’s Primer on Positive Discipline

Abstract

This study determined the implementation of the DepEd’s Primer on Positive Discipline among junior high school teachers in the Capalonga District, Schools Division of Camarines Norte. Specifically, it assessed the extent of implementation of the Primer, examined the classroom strategies utilized by teachers, determined the relationship between the implementation of the Primer and classroom strategies, identified the challenges encountered, and proposed an intervention to enhance its implementation. The study employed a quantitative descriptive-correlational research design involving all junior high school teachers in the district. Data were gathered using an adapted and modified questionnaire based on the Positive Discipline in Everyday Teaching: A Primer for Filipino Teachers (DepEd, E-Net Philippines, and Save the Children Philippines, 2016). The data were analyzed using weighted mean and Spearman rho.The findings revealed that the DepEd’s Primer on Positive Discipline was highly implemented across its core dimensions, while positive discipline classroom strategies were consistently practiced by the respondents. A significant relationship existed between the extent of implementation of the Primer and the classroom strategies utilized, indicating that effective implementation supports the consistent application of positive discipline practices. The study also identified several challenges that affect the sustained implementation of positive discipline, particularly external factors related to learners' home and social environments. Based on these findings, Project ARLENE was developed to strengthen collaboration among schools, parents, and the community in promoting positive discipline. The study concluded that teachers have effectively integrated the principles of positive discipline into their classroom practices. However, sustaining its implementation requires stronger support systems beyond the school environment. It is therefore recommended that school heads strengthen monitoring and professional development initiatives, enhance school-home partnerships, provide targeted support for teachers, institutionalize Project ARLENE through the School Learning Action Cell, and encourage future studies to evaluate the effectiveness of the proposed intervention in improving the implementation of positive discipline.