Preferred Disciplinary Techniques of Pupils from Niing Elementary School

Abstract

INTRODUCTION

Considering the significance of parental responsiveness, parental control and parental styles to the development of a child, an equally important area of research has to be focused on, which is the effectiveness of a range of disciplinary techniques that parents and teachers use. This study was undertaken to find out the perception of the student respondents on parental styles and discipline.

METHODS

Employing the descriptive research design, the study surveyed the perception of the student respondents on their preferred disciplinary technique. A researcher-modified questionnaire was administered to 100 pupils from Niing Elementary School.

RESULTS

It was found out that the majority of the respondents preferred induction as a disciplinary technique. This group comprised 56 % of the total population of the respondents. Only 9 % comprises the students who preferred power assertion.

DISCUSSIONS

Based on the foregoing findings, all of the student respondents are in their puberty or early adolescent stage with the majority as 11 years old. Induction is the most preferred disciplinary technique by the student respondents. There is no significant difference between profile variables and preferred disciplinary technique.

Based on the foregoing findings and results of the study, a social development project is hereby being put forward: this social project dubbed as "KADAMAY" was drafted in order to gain greater support from the different sectors of the community as regard pursuit to improve the condition of students with behavioral problems that point to their relationship with their parents as the reason and to institutionalize and harmonize efforts of different sectors of the school community to support students with this need.