Extent of Implementation of Positive Discipline in Kindergarten

AUTHOR(S)

MARICAR TOPENIO VALDEZ

ABSTRACT

—— AThe primary purpose of this study was to identify the Extent of Implementation of Positive Discipline in Kindergarten in the public elementary schools in the Schools Division Office of Urdaneta City. A total of seventy – two (72) kindergarten teachers served as the respondents. Data were obtained using a researcher-designed questionnaire checklist validated by experts in the field. Results revealed that Kindergarten teachers highly implemented positive discipline, with a mean of 4.72. To identify long–term goals, it obtained an average weighted mean of 4.71, which indicates that teachers are highly implementing this aspect. Among the indicators of positive discipline, Providing Structure and Understand Child Development obtained the highest AWM of 4.75 while the least AWM of 4.69 is along Problem–Solving and Responding with Positive Discipline. Moreover, findings revealed no significant correlation between the extent of implementation of positive discipline and the profile variables, as all significance values are more significant than 0.05. This implies that the extent of implementation of teachers, regardless of age, sex, civil status, highest educational attainment, number of years in teaching, and number of relevant training, are comparable. It was recommended that there is a need to give opportunities for professional enrichment through relevant training and seminars for Kindergarten Teachers’ growth and development. Keywords — Extent of Implementation, Positive Discipline, Kindergarten, Public Elementary School