Influence of School Discipline Policies and the Level of Learners’ Observed Values

This study examined the influence of school discipline policies and the level of learners' observed values in secondary schools in the southern part of Eastern Samar Division. The purpose of the research was to explore how discipline policies affect the level of observed values of Grade 10 students and to determine if there was a significant relationship between the implementation of these policies and the learners’ observed values. A descriptive-correlational research design was used, with data collected through a structured questionnaire administered to 51 teachers and 317 students. Results revealed that general school discipline policies were frequently observed (Grand Mean = 4.07), while classroom-based discipline policies were only sometimes observed (Grand Mean = 3.05). The level of learners’ observed values was found to be moderately high (Grand Mean = 3.04), indicating that students demonstrate positive values but with room for further development. Despite the presence and implementation of discipline policies, correlation analysis showed no significant relationship between school discipline policies and learners’ observed values, as indicated by a low correlation coefficient (r = 0.117) and a p-value of 0.414. These findings suggest that while discipline policies are in place, they may not directly influence learners' observed values. Moreover, this study came up with the following conclusions: 1. Classroom discipline policies are sometimes observed only by the Grade 10 students, while the general discipline policies are frequently observed; 2. The level of learners’ observed values was moderately high; and 3. The school discipline policies have no significant relationship with the level of learners’ observed values.