BEYOND TEACHING: EXAMINING SUBJECT TEACHERS’ ROLE IN CLASSROOM DISCIPLINE MANAGEMENT
DOI:
https://doi.org/10.55197/qjssh.v6i5.809Keywords:
classroom management, school discipline, student behavior, subject teachers, private education institutionAbstract
Indiscipline in Malaysian primary and secondary schools remains a significant concern, placing substantial disciplinary responsibilities on teachers in addition to their teaching duties. This study examined the role of subject teachers in classroom discipline management, grounded in the premise that effective teacher leadership is essential for addressing student behavioral issues. The research pursued five specific objectives: evaluating awareness levels of classroom discipline among teachers, examining influencing factors on discipline management, identifying effective teacher strategies, and investigating the school's supportive environment. Findings reveal that while most teachers acknowledge their responsibility for classroom discipline, they recognize that school management attitudes, class time constraints, and perceived difficulty significantly impact their efforts. Teachers employ diverse strategies, including peer collaboration, reflective practice, and soliciting student feedback, to enhance discipline. The study implies that effective classroom discipline is vital for student success, as it directly influences learning outcomes. Establishing clear rules, consistent procedures, and implementing reward systems focused on both effort and success are recommended to minimize disruptions, promote self-regulation, and foster a more productive learning environment.
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