Discipline Stratagems of Teachers and Social Glitches of Students in Public Elementary Schools
Grace Cabrera, Josephine Baguio
Received: 05 January 2026; Revised: 10 February 2026; Accepted: 15 February 2026; Published: 19 February 2026
DOI: https://doi.org/10.66074/BK23Y88H77
Abstract
This quantitative correlational study examined the relationship between teacher discipline stratagems and student social difficulties among 139 public elementary teachers in Boston District, Davao Oriental, during the school year 2022 to 2023. Using a validated 40-item questionnaire, the study measured key domains such as discipline with dignity and examination stress. Data were analyzed using means, Pearson product moment correlation, and regression analysis. Results indicated that both discipline stratagems and student social difficulties were highly extensive overall, each obtaining a mean of 4.14. Notably, discipline with dignity and examination stress were the highest-rated domains. The study revealed a strong, significant relationship between discipline stratagems and student social difficulties. Regression analysis further confirmed that discipline stratagems significantly influence these social difficulties. Ultimately, these findings highlight the strong link between discipline practices and perceived student social difficulties, underscoring the critical need for supportive, relationship-based, and context-sensitive classroom management programs in public elementary schools.
Keywords: classroom management, discipline stratagems, elementary schools, quantitative research, social difficulties
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; [email protected]