Abstract
This study assessed the challenges and successes in implementing Positive Discipline (PD) practices at Pandacan Elementary School, Cebu, Philippines, with the ultimate goal of developing a comprehensive Positive Discipline Implementation Master Plan (PDIMP). The study involved 19 elementary teachers (predominantly female at 94.7%, highly qualified, with 78.9% holding Master s-level education, and moderately experienced) and 45 Grade Six pupils (mostly 11 years old, with 75.56% demonstrating satisfactory conduct). Quantitative data collected via Likert scales showed that teachers Strongly Agreed with their high level of implementation across all five core dimensions, with the Overall Weighted Mean (OWM) consistently exceeding 4.47 in areas such as Encouraging Mutual Respect (OWM=4.69) and Using Clear and Consistent Expectations (OWM=4.67). Similarly, pupils Strongly Agree with the program's success, noting significant improvements in Improved Classroom Behavior and Increased Self-Discipline. The study found no statistically significant difference in perceived success based on a pupil's prior conduct grade, suggesting equitable program impact. However, the core challenge identified was a disparity between teacher capacity and student needs, specifically inconsistent, non-standardized PD for teachers and a need for greater support in managing large class sizes and complex student self-regulation issues. Based on these findings, the study culminates in the PDIMP, which recommends mandatory, continuous professional development focused on advanced application, mentorship, and the integration of Social-Emotional Learning (SEL) to ensure the program's long-term sustainability and maximize its positive impact.
