BEHAVIORAL CONCERNS AS PERCEIVED BY TEACHERS AND PARENTS OF ARTECHE AND JIPAPAD DISTRICTS OF EASTERN SAMAR DIVISION: INPUTS TO BEHAVIOR MANAGEMENT

Abstract

BEHAVIORAL CONCERNS AS PERCEIVED BY TEACHERS AND PARENTS OF ARTECHE AND JIPAPAD DISTRICTS OF EASTERN SAMAR DIVISION: INPUTS TO BEHAVIOR MANAGEMENT ANTHONY CALDA OPERARIO, LPT Holy Infant College of Tacloban City. Inc. Tacloban City June, 2024 Adviser: LILIA P. ADRALES, Ed.D. This study aims to assess the current state of student behavioral issues in elementary schools within Arteche and Jipapad Districts of Eastern Samar Division during the school year 2023-2024, serving as a basis to behavior management. Specifically, it examines the profiles of teachers in terms of age, sex, rank, and assigned grade level, and explores the behavioral concerns of students as perceived by both teachers and parents. Additionally, it identifies underlying factors contributing to these behavioral concerns and evaluates existing policies and practices implemented in schools. A comparative analysis was conducted to determine if significant differences exist between teachers and parents’ perceptions of the extent of behavioral issues. Data were gathered through surveys administered to 180 teacher-respondents and 180 parent respondents. The findings indicate that vandalism, disruptive behavior in the classroom, and non-compliance with school rules are the primary behavioral concerns identified by both teachers and parents. Underlying factors contributing to these concerns include limited parental involvement, socio economic background, and ineffective disciplinary policies. The study also highlights that while some existing policies are effective, there is a need for more consistent enforcement and better support for teachers dealing with behavioral issues. The significant difference between teachers' and parents' perceptions underscores the necessity for improved communication and collaboration. Based on these findings, the study inputs to a comprehensive behavior management focused on clear communication, consistent enforcement of rules, increased parental involvement, and enhanced support for both students and teachers to create a more conducive learning environment and promote positive student behavior.