JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in Zamboanga del Norte

Katipunan Campus, Katipunan, Z.N.

ELEMENTARY TEACHER’S BEST PRACTICES TOWARDS

PUPIL’S UNDESIRABLE BEHAVIOR

A Thesis Proposal

Presented to the Faculty of the College of Education

JOSE RIZAL MEMORIAL STATE UNIVERSITY

Katipunan Campus, Katipunan Zamboanga del Norte

In Partial Fulfillment

of the Requirements for the degree

BACHELOR OF ELEMENTARY EDUCATION

CONCEPCION P. PAUSAL

MA. THERESA A. MILLION

ARIESA T. SANOY

May 2024
 Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in Zamboanga Del Norte

Katipunan Campus

Katipunan, Zamboanga del Norte

College of Education

APPROVAL SHEET

This research paper entitled “ELEMENTARY TEACHER’S BEST PRACTICES

TOWARDS PUPIL’S UNDESIRABLE BEHAVIOR” prepared and submitted by

Concepcion P. Pausal, Ma. Theresa A. Million and Ariesa T. Sanoy has been reviewed and

approved by the Thesis Committee.

LEONORA T. DIVINAGRACIA, Ed.D

Chairperson

Date Signed: _________

ROGELIO R. MURRO, Ed.D

Member

Date Signed: _________

ABRAHAM B. BAYRON JR., Ed.D

Member

Date Signed: _________

 HERMIE V. INOFERIO, PhD
Member

Date Signed: __________

MA. BETTY P. DECIN, Ed.D

Adviser

Date Signed: __________

APPROVED BY THE PANEL OF EXAMINERS ON ORAL DEFENSE ON

____________ with the rating of ____________.

LEONORA T. DIVINAGRACIA, Ed.D

Chairperson

Date Signed: _________

ROGELIO R. MURRO, Ed.D

Member

Date Signed: _________

ABRAHAM B. BAYRON JR., Ed.D

Member

Date Signed: _________

 HERMIE V. INOFERIO, PhD
Member

Date Signed: __________

MA. BETTY P. DECIN, Ed.D

Member and Adviser

Date Signed: _________

Accepted and approved by the Dean of the College of Education

LEONORA T. DIVINAGRACIA, Ed.D

Date Signed: _________

 DEDICATION

To express our thanks to all those who contributed in many ways to the success of this study and

made it an unforgettable experience for me.

To our God Almighty who is always there when we’re in need. Thank you for guiding us and

giving us strength in our everyday life. Thank you for always looking out for us and being there for

us. Thank you for making all of these happened and ended it with a good outcome. We love you,

Lord God.

To our dear parents, thank you for giving us the support to reach our dreams. Accomplishing this

would hopefully make you proud of us as much as we are proud of having you as our parents.

Thank you for all the things you have done for us. We would like to sincerely thank our adviser,

Dr. Abraham G. Bayron and our teacher Dr. Ma. Betty P. Decin for your guidance, support, and

patience throughout this study, we apologize for being headache to you when we’re doing this

study.

To all our very diligent professors, instructors and also our dean, we also dedicate this to all of you,

for you have shared your knowledge and effective teachings to us. Thank you very much.

The Researchers
 ACKNOWLEDGMENT

The researcher would like to express her utmost gratitude to the following personalities who make

immeasurable support and assistance to make this study a success.

Dr. Abraham G. Bayron, adviser of the researcher, who gave his unlimited support, guidance and

expertise that paved way to the realization of the research study.

Dr. Leonora T. Divinagracia, Associate Dean of the College of Education, whose patience and

consideration make this research 1 writing possible.

To the board of panelist for their comment and suggestions.

To my family, whom my inspiration to strive and continue until the finish line.

For understanding and undying support-physically, emotionally and spiritually.

To my friends, whom I cannot mention for they are too many to enlist but made contributions to

make this research possible.

Lastly and most important, to Almighty God, for the gift of wisdom, perseverance, good health,

determination, strength, love and everything that makes this thesis a reality.

The Researcher
 TABLE OF CONTENTS

TITLE PAGE

APPROVAL SHEET i

DEDICATION v

ACKNOWLEDGMENT vi

ABSTRACT vii

LIST OF TABLES viii

LIST OF FIGURES ix

Chapters

1.THE PROBLEM AND IT SCOPE

Introduction 1

Theoretical Framework 1

Conceptual Framework 3

Statement of the Problem 4

Hypothesis 4

Significance of the Study 5

Scope and Delimitation of the Study 5

Definition of Terms 5

2. REVIEW OF RELATED LITERATURE 7

3. RESEARCH METHODOLOGY 11

Research Design 11
Research Environment 11

Research Respondents 11

Research Instrument 11

Validation of Instrument 12

Data Gathering Procedure 12

Statistical Treatment of Data 12

Frequency Count and Percentage

Ethics

4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

5. SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

REFERENCES 13

APPENDECIES

A Communication to the Associate Dean of the College 16

B Communication to the Campus of Administration 17

C Communication to the District Supervisor 18

CURRICULUM VITAE 19
LIST OF TABLES

Table Page

1 Distribution of Teacher’s Respondents 11

2 Best Practices of Identified Teachers Practices 13

3 Pupils Undesirable Behavior 15

4 Mean Distribution between the Teacher’s strategies 17

LIST OF FIGURES

Figure Page

1 Conceptual Framework 3
 Abstract

This study aimed to determine the various skills and strategies of teaching that a teacher
should possess and practice towards the undesirable behaviors of pupils in Elementary level inside
the classroom of Roxas Central School. The results of the study shows the best practices of
identified teacher’s practices in Roxas Central School in which majority of the statement interprets
“less practiced” is Prohibition from class participation , this means that prohibiting pupils from
class participation is a less commonly practiced approach among elementary teachers. This could
indicate a trend towards more inclusive and positive classroom management and support rather
exclusion and punishment. Such practices likely foster a healthier learning environment and better
social-emotional development among pupils. And the Pupils Undesirable Behavior shows that he
Pupil’s Undesirable Behavior in Roxas Central School in which statement are forgetting textbooks
notebooks and other classroom materials interprets “practiced” with the highest mean then follow
with failing to complete homework , then lastly is cutting classes or skipping school. This means to
include setting clear expectations , implementing consistent consequences, providing reminders,
offering extra support and fostering a positive classroom environment to encourage responsible
behavior. By using a variety of techniques tailored to individual pupil needs, teachers aim to
promote accountability and cultivate a culture of responsibility within the classroom. In addition,
teachers use certain strategies to control these undesirable behaviors. Also, undesirable behaviors in
the classroom, if not properly checked can impact negatively on the teaching and learning process.

Keywords:
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

“One child, one teacher, one book, and one pen can change the world”,(Malala

2015).Today's teachers frequently struggle to control their students' classroom behavior, which

makes it difficult for them to teach their regular lessons.Behavioral problems of the pupils became

the most challenging and difficult hurdle that the teachers encountered inside the classroom. Many

public school teachers also cite student attitudes, such as apathy and disrespect for teachers, as a

major problem facing schools today (Chen, 2015). Not only teachers even the practicing teachers

across all instructional content areas and across all grade levels.Hence, classroom behavioral

management can make or break a teacher’s ability to be successful and is the hardest skill to master

(Sabornie, 2009).

We all understand how crucial education is to a child's development as a citizen of this

country and as the future of our country, with the support of various institutions, particularly

teachers who serve as the cornerstone of every child's upbringing. Unwanted habits are believed to

likely to impede rather than promote learning. Other names for unwanted behavior include

disruptive behavior, incorrect behavior, and abnormal behavior.

To manage disruptive behavior among his or her students, a teacher must practice effective

classroom management where she/he should engage in good classroom practices and management

in order to control undesirable behaviors among his/her pupils. Evertson and Emmer (2009)

Stated that for a teacher to sustain good behavior throughout the year, he/she will have to be

actively involved in maintaining pupils’ cooperation and compliance with necessary classroom

norms, rules and procedures.

Theoretical Framework of Study

This study is anchored on the Behavioral Theory also known as Behaviorism. This

theory holds that behavior is merely an adaptation to outside stimuli, and that conditioning is the

process by which we acquire new behaviors. When used properly, behaviorism can be a useful

technique for improving student performance in the classroom and fostering the development of

self-control. The foundation of behaviorism, or behavioral learning theory, is the notion that

learning occurs as a result of interactions with our surroundings. Actually, one of its underlying

presumptions is that behavior is teachable. Furthermore, through a process known as conditioning,

old behaviors can be swapped out for new ones.

As teachers, understanding the Behavioral Learning Theory can teach you how to

encourage your students to learn and create an environment that’s more stimulating and conducive

to learning. In this article, we’ll discuss the Behavioral Learning Theory, its benefits, and how

educators can use it in the classroom to help students achieve academic success.

Conceptual Framework of the Study

This study seek to pinpoint the disruptive pupils behaviors in the learning environment in

the school where the researchers are currently working, this paper determines the best practices

used by the teachers across all subjects areas and grade levels to handle misbehavior among

elementary grade pupils. Aside from identifying strategies to be apply in the learning process this

study also helps in order for the teachers to assess and improve their teaching style in elementary

grade pupils.
 Dependent Variables Independent Variables

Practices of Teachers Pupil’s Undesirable Behavior

Profile of Respondents

 Gender

 Age

Intervening Variables

Figure 1. The Schema of the Study

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Statement of the Problem

Unwanted pupils behaviors are the challenges that drain teachers' resources, consume their

time, and disrupt the educational process. These actions distract pupils and teachers in the

classroom and interfere with learning.

Thus, the study aims to determine the various skills and strategies of teaching that a teacher

should possess and practice towards the undesirable behaviors of pupils in Elementary level inside

the classroom of Roxas Central School. The study aims more precisely, to answer the following

specific questions:

1) What is the demographic profile of the respondents in terms of the following:

1.1 age and

1.2 gender?

2) What are the best practices used by teachers to control pupil’s undesirable behaviors?

3) What are the pupil’s undesirable behaviors?

4) Is there any significant relationship between the teachers strategies they used towards the pupils

undesirable behavior in the classroom?

Hypothesis

Ho There is no significant relationship between teachers’ years of experience and the

strategies they used for controlling undesirable behaviors in the classrooms when data are group

according to age and gender of the said respondents.

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Significance of the study

This research study determines the teacher’s best practices in dealing the pupils undesirable

inside the classroom.

Foremost, this study is deem beneficial to the following groups of people:

Teacher. This study will provide practices that can be use inside the classroom.

Pupils. This study will provide awareness to reduce their undesirable behavior.

Administrator. This study helps to support the teacher’s needs, leadership and

management.

Scope and Delimitation of the Study

This study will determine the teacher’s best practices towards pupil’s undesirable behavior

inside the classroom.

This study is limited to all student at all levels in Roxas Elementary School Zamboanga del

Norte school year 2022-2023.As well as the teacher.

This study focusing on the pupil’s undesirable behaviors.

Definition of Terms

The following terms are defined operationally for the purpose of this undertaking.

Undesirable. A person or thing that is considered undesirable.

Behavior. Is the range of actions and mannerisms made by individuals, organisms, systems or

artificial entities in some environment. It can include any observable action, from simple reflexes

and instinctual responses to complex learned behaviors.

 6

Pupils. A child or young person in school or in the charge of a tutor or instructor.

Teacher. Also called a school teacher or formally an educator, is a person who helps students to

acquire knowledge, competence, or virtue, via the practice of teaching. Informally the role of

teacher may be taken on by anyone.

 Chapter 2

REVIEW OF RELATED LITERATURE

A teacher's efforts to create a learning environment that fosters the development of students'

academic and social-emotional abilities are referred to as classroom management. (Evertson and

Weinstein, 2006). For teaching and learning to take place effectively, the classroom must be kept

"running smoothly" by the teacher using a variety of rules, words, and actions. (Groves, 2009).

Consequently, classroom management includes the organization of the classroom's physical

environment, administration of planning and programming tasks, administration of relationships

and communication in the classroom, and administration of the behavior of the students (Martin &

Sass, 2010). To put it briefly, the main goal of classroom management is to foster an environment

in which students may learn meaningfully (Bakiolu, 2009). Definitions of classroom management

and research demonstrating the critical need of a successful research in educational settings leads us

to the conclusion that management for successful learning environments we must improve the

classroom management literature. Abdulwahab, R., Folarin, M. O., Sulaiman, J. T., & Banu-

Havifah, C. K. (2023) Undesirable behaviors in the classroom, if not properly checked can impact

negatively on the teaching and learning process. Teachers’ years of experience, age and

educational qualification is also seen to have significant effect on the techniques that teachers use

in controlling pupils’ classroom undesirable behaviors.

 8

Undesirable behavior in the classroom

Undesired behaviors are those rooted in unsafe behaviors and practices. These can be

learned during training or can emerge gradually as a result of straying from recommended methods.

Noise-making, failing to complete homework, failing to pay attention, chewing or eating during

class, missing classes, bullying, and lying are just a few of the prevalent negative classroom

behaviors that students engage in. (Machumu, 2011). Students' undesired behaviors are one of the

most serious issues for both novice and experienced teachers (Cruickshank, Jenkins, & Metcalf,

2003). Since, undesired behaviors destroy students' attentions; teachers spend some of their

teaching time to solve these behavior disruptions in the classroom (Kitishat & Al-Friehat, 2013). In

this context, there are some attempts to define students' undesired behaviors in classroom. When

the literature has been scrutinized, there are some studies that attempt to explain the reasons for

undesirable behaviors in classroom. Kitishat and Al-Friehat (2013), for example, have confirmed

that if a teacher wants to control his or her students' behaviors, first of all, he or she should focus on

the reasons of undesired behaviors.

Gifford et al. (2002) identifies the knowledge of 108 before service teachers in one of the

American public universities, regarding effective and ineffective strategies to manage

academic c l a s s r o o m s .

Results showed that students prefer teachers that treat them with

respect who don’t mock them in class and don’t make them feel stupid. In addition,

they prefer those teachers who use direct orders as an effective discipline stra-tegy, teach about

relevant and interesting topics. The strategies that are considered to be ineffective
 9

include: challenging the student in front of the class, embarrassing the student, and using

punishments.

Meyers et al. (2008) focus on the response of 226 faculty members to conflicts

with students in academic classrooms. The study differentiates between two different

types of conflicts: ignoring vs. challenging. The results showed that the level of

conflicts does not relate to the demographic characteristics of faculty members. However, they

are related to the faculty members’ choices of teaching methods and how responsive they are to the

challenges. The result of the study have also shown that the teacher’s use of engaging teaching

techniques such as discussion and active teaching instead of lecturing, in addition to respecting

students feeling and establishing meaningful goals without embarrassing the students, reduce the

ignoring type of conflicts.

C a r t e r e t . a l ( 2 0 0 9 ) c o n d u c t e d a n o t h e r s t u d y t h a t a i m s t o identify the

different therapeutic methods to stop bad behaviors in academic classrooms in a public American

university. The results showed that students prefer direct instructions given to them individually at

the end of lecture.

The types and reasons of student misbehaviors vary according to the level of education and

they are up to various variables. Therefore, it is not possible to suggest a single remedy for

preventing or resolving these problem behaviors (Ada & Baysal, 2018). Sapancı & Kuyumcu

Vardar (2018) identified the frequency of student misbehaviors encountered by academics and their

levels of disturbance due to these behaviors.

Absenteeism, laziness and naughtiness are the most common behavioral problems observed

among the pupils. Over protection of the parents, poor parental guidance, and broken
 10

family due to certain circumstances were identified as the main causes of behavioral problems.

Perceptions on the behavioral problems of pupils observed varies on the years of service of the

teachers. A proposed program was formulated to address the behavioral problems observed among

pupils. (Amado, J.A., Guerra, P.I.2018).

Summary, Synthesis and Research Gap

Thus, this study is aims to addressed the practices of teachers at Roxas Central School in

dealing with their pupils undesirable behaviors inside the classroom to provide countermeasures to

the faculties and aspiring teachers when it comes on managing their classroom. Pupils desired

behaviors are one of the most serious issues for both novice and experienced teachers. Since,

undesired behaviors destroy pupils attention; teachers spend some of their teaching time to solve

this behavior disruptions in the classroom. The types and reasons of pupils misbehaviors vary

according to the level of education and they are up to various variables. Therefore, it is not

possible to suggest a single remedy for preventing or resolving this problem behaviors identified

the frequency of the pupils misbehaviors encountered by academic and their levels of disturbance

due to these behaviors.

 Chapter 3

RESEARCH METHODOLOGY

Research Design

This study is a quantitative research design. Survey method of research with the use of aid

questionnaire in collecting and analyzing data.

Research Environment

This study conducted in Zamboanga del Norte at Roxas Central School. We conduct this

study in this school because we want to know the undesirable behaviors of the pupils and to

provide strategies to the teachers on how to deal the behavior of their pupils.

Research Respondents

The respondents of this study are randomly selected elementary teachers at all levels in

Roxas Central School during the academic year of 2022-2023.

Table 1.
Distribution of Respondents of the study
Name of Year Levels No. Of Sample Percentage
Institution Teacher’s
Roxas Central Grade 1-6 35 10 62.5%
School
Total 100%

Research Instruments

The instrument that was used in the study is a adopted questionnaire. The questionnaire that

was used is to gather information regarding the study. This is an adopted from Naomi Daguinotas

research. The researchers was conducted a survey with the use of questionnaire to be given to the

teachers as respondents.
 12

Validation of Instrument

The data garnered from the administration of the questionnaire are tally and tabulate.

Appropriate statistical tools were used to come up with a reliable result with the help of the

statistician for the analysis of data. The result were then interpret and explain accordingly.

Data Gathering Procedure

The researchers seek approval first from the College Administrator then prepared the

instruments used (the questionnaire) for the data gathering. Before starting the survey, the

researchers ensured that the ethical standards are met and get consent from every participant and

guaranteed the confidentiality and anonymity to promote honest and open answers from the

respondents. After the collected data, the researchers tallied the results then gave it to the

statistician for computation.

Statistical Treatment

The data collection was completed and statistical analysis was conducted to to determine the

various skills and strategies of teaching that a teacher should possess and practice towards the

undesirable behaviors of pupils in Elementary level inside the classroom of Roxas Central School.

Frequency count and percentage was the statistical tools used in this study.

Frequency Count and Percentage. Was used in getting the profile of the respondents in

terms of age, gender.

Percentage. Used for determining the sets of data collected.

Ethics

The researchers must ensure that the participants know the study's purpose, risks, and

benefits before they agree to join. Researchers must also protect the privacy of participants by

keeping their information confidential. Whatever the result of this study will be, the researchers

will make sure that they remain objective, won't manipulate the result, and make sure to record

what the survey resulted in. The researchers will also remain careful so data gathering will be

conducted smoothly and the result will show valid data.