Bibliography A. Books Angeles, M. D., et. al. (2006). Simplified Approach to Statistics.Philippines: Mega-Gesta Prints Inc. Arthur, J.

, et. al. (2006). Learning To Teach in the Primary School. London:Taylor and Francis Group. Bos, C. S., & Vaugh, S. (2002). Strategies for Teaching Students with Learning and Behavior Problems. United States of America: Allyn and Bacon. Charles, C.M. (2002). Essential Elements of Effective Discipline. Arlington Street, Boston: Allyn and Bacon. Cummings, C. (2000). Winning Strategies for Classroom Management. United States of America: Teaching, Inc. De Ocampo, V., et.al. (2006). Methods of Research. Philippines: Rex Bookstore, Inc. Evertson, C., et. al. (2000). Classroom Management for Elementary Teachers. United States of America: ALLYN AND BACON. Gregorio, H. C. (1990). Classroom Management. United States of America: America Group Company. Johnson, D., et. al. (2001). Essentials for Character Discipline (Elementary Classroom Management). United States of America: Corwin Press, Inc. Kauffman , J. M. (2002). Managing Classroom Behavior. Boston: Allyn and Bacon. Kellough, R., & Robetrs, P. L. (2002). A Resource Guide for Elementary School Teaching: Planning for Competence. New Jersey: Prentice Hall Inc. Lupdag, A. D. (2000). General Psychology. Philippines: Grandwater Publication and Research Corporation. Pearsons, R. D. (2003). Counseling Strategies That Work! (Evidence Based Inteventions for School Counselors). United States of America: Pearson Education Inc.

Reider, B. (2005). Teach More and Discipline Less. California: Corwin Press, Thousand Oaks. Rivera, D. P., & Smith, D. D. (1997). Teaching Students with Learning and Behavior Problems. United States of America: Allyn and Bacon. Seeman, H. Ph.D. (2000). Classroom Discipline Problems. Boston Way, Lanham, Maryland: The Scarecrow Press, Inc. Shore,K. (2003). Elementary Teachers Discipline Problem Solver. San Francisco: Jessey-Brass. Wardle, F. (2003). Early Childhood Education: A Multi-dimensional Approach to Child-Centered Care and Learning. United States of America: Pearson Education, Inc. Weinstein, C. S. & Mignano, A. J. Jr. (1997). Elementary Classroom Management. Singapore: The McGraw-Hill Companies, Inc. Zionts, P., et. al. (2002). Emotional and Behavioral Problems. California: Cowin Express, Inc. B. Journals Catherall, Don R. Ph.D. (2004). Family Stressors. Routledge, 11(4), 239248. Jones, V. F., & Jones, L. S. (2001). Comprehensive Classroom Management: Creating Communities of Support and Solving Problems (6th ed.). 35, 195-210. Madsen, C. H., Becker, W. C., & Thomas, D. R. (2001). Rules, praise, and Ignoring: Elements of Elementary Classroom Control. Journal of Direct Instruction.1(1), 11-25. Martin, P. (2008). Teacher qualification guidelines, ecological literacy and outdoor education .Australian Journal of Outdoor Education. 48(1), 18-26. Ryan, S., Franzetta, K., Schelar, E., & Manlove, J. (2009). Family Structure History: Links to Relationship Formation Behaviors in Young Adulthood. Journal of Marriage and Family,8(3), 77-186.

C. Unpublished Materials Alon, Racquel M. Et. al., Study of the Problems on Classroom Discipline met by Elementary Teachers in Rosario East Elementary School, March 1991. Atienza, Mercelle et. al., The Misbehavior Encounter by Teachers Among Level 4-6 Students of De La Salle Lipa During Year 2001-2002: Basis for Classroom Management Plan, March 2002. Babao, Leticia D., A Study of Disciplinary Problems in Selected Public and Private Elementary School in Batangas City, October 1990. Capati, Lorenz Ann et. al., Handling Disciplinary Problems Among Intermediate Pupils in Public Elementary Schools in Batangas City, March 2008. Garcia, Adela S., Study on Disciplinary Problems in Public and Private Schools, March 1991. Malibiran, Erma S., Problem Encountered be Values Education Teacher, May 1995. Mangurali, Leni., Problems of Elementary Classroom Teachers in Ibaan Central School in Performing their Guidance Function, March 1990. D. Other References Dictionary of Psychology (2nd ed.). (1997). Canada: John Wiley &Sons, Inc. Mirriam Websters Medical Dictionary (9th ed.). (1997). Springfield, MA: Merriam-Webster. New Lexicon Websters Dictionary (11th ed.). (2001). United States of America: Lexicon Publications, Inc. The New International Websters Comprehensive Dictionary of the English Language (Deluxe ed.). (1997). Danbury: Lexicon Publications, Inc. The American History Thesaurus (5th ed.). (1994). New York: Houghton Publishing Company. Websters Universal Dictionary and Thesaurus (5th ed.). (1995). Chicago: J. G. Ferguson Publishing Company.

E. Electronics Library De Mers, I. B. (1998). Classroom Management. July http://www.stmary.k12.la.us/specialservices/classroom.html 1998,

Jonhson, K. (2002). Common Strategies for Managing Misbehavior in the Classroom. August 22, 2000, http://www.helium.com/items/597667common-strategies-for-managing-misbehavior-in-the-classroom Rebecca .(2007). Causes of Misbehavior. May 5, 2001, http://www edu.ifas.ufl.edu Rodriguez, L. Ph.D. (2000). Classroom Management. http://www.4faculty. org/includes/108r2.jsp Sturt, G. (1990). Classroom Management. http://www. behavior4learning.ac.uk/viewArticle2.aspx?aontentld=1036

WESTMEAD INTERNATIONAL SCHOOL Gulod West Library Batangas City

The Librarian

Date ____

Dear Sir/Madam: Kindly allow Ms. Aiza D. Ebreo, Ms. Marie Grace C. Hernandez, and Ms. Donna B. Villamayor, our students, to make use of your library collections on research on thesis on psychology and education subject to your rules and regulations. Your favorable consideration regarding this matter is highly appreciated. Thank you very much.

Respectfully yours,

(SGD.) Ms. Amelia P. Lira School Librarian

WESTMEAD INTERNATIONAL SCHOOL Gulod West, Batangas City February 15, 2010 MRS. TERESITA I. REYNOSO City School District Superintendent Batangas City East Elementary School

Dear Madam: Greetings! We, Fourth Year students of Westmead International School, taking up Bachelor of Elementary Education, currently conducting a research study entitled Behavior Problems of Primary Pupils in Selected Public Schools in Batangas City. In connection with this study, we are seeking for your assistance and approval to gather data relevant to this study. Please rest assured that all information will only be used for the sole purpose of this study. Thank you.

Respectfully yours, Ebreo, Aiza Hernandez, Marie Grace Villamayor, Donna

Noted by: (SGD.) Dr. Marites D. Manlongat College Dean

WESTMEAD INTERNATIONAL SCHOOL Gulod West, Batangas City February 15, 2010 MRS. LOURDES ZARASPE Planning Officer Batangas City East Elementary School Batangas City

Dear Madam: Greetings! We, Fourth Year students of Westmead International School, taking up Bachelor of Elementary Education, currently conducting a research study entitled Behavior Problems of Primary Pupils in Selected Public Schools in Batangas City. In connection with this study, we are seeking for your assistance and approval to gather data relevant to this study. Please rest assured that all information will only be used for the sole purpose of this study. Thank you.

Respectfully yours, Ebreo, Aiza Hernandez, Marie Grace Villamayor, Donna

Noted by: (SGD.) Dr. Marites D. Manlongat College Dean

WESTMEAD INTERNATIONAL SCHOOL Alangilan, Batangas City

November ___, 2010 The Principal _____________________ _____________________ Dear Madam: Greetings! We are Fourth Year BEED students of Westmead International School. We are at present in the process of writing a thesis entitled Behavior Problems of Primary Pupils in Selected Public Schools in Batangas City. With this, may we ask permission to distribute the questionnaire to the teachers in your school. We hope for your support and cooperation regarding the said study. Thank you very much.

Respectfully yours, Ebreo, Aiza D. Hernandez, Marie Garce C. Villamayor Donna B. _________________ _________________ _________________

Noted:

(SGD.) DR. PORFIRIO LIGAYA Thesis Adviser

Approved:

(SGD.) ARLENE D. CASTOR, Ph. D. Dean, College of Education

(SGD.) Principal

Questionnaire on Behavior Problems of Primary Pupils in Selected Public Schools in Batangas City I. Respondents Profile: Directions: Kindly put necessary information needed. Please put a check mark on ( ) the blank before the information which corresponds with your profile. 1.1Name: (Optional) 1.2 Age 25 years old and below ___26-30 years old ___31-35 years old 1.3 Civil Status: ___Single ___Married 1.4 Highest Educational Attainment Bachelors degree holder W/ units masters program Masters degree holder W/ doctoral units Doctoral degree holder 1.5 Length of Teaching Experience Less than 1 year 1-5 years 6-10 years 11-15 years 16-20 years 21 and above ___ Separated ___Widowed ____36-40 years old ____41-45 years old ____46 and above

II. Behavior Problems Commonly Encountered by the Teachers. Directions: Below are some behavior problems commonly encountered by the teachers. If the pupils always exhibit the following behavior problem, kindly place a check mark in the column provided. 5 4 3 2 1 Always perform to a very great extent Often perform to a great extent Sometimes perform to a moderate extent Seldom perform to a least extent Never perform

Always Behavior Problems (5) 1. Talking excessively while having class 2. Roaming around the classroom while the class is on-going 3.Blurting out answers when the teacher is asking questions 4. Doing homework from another class 5. Cheating or copying during quizzes and examinations 6. Writing on/destroying intentionally the school property and belongings of others 7. Ignoring or not listening to the teacher during class discussion 8.Annoying others (teasing/name calling) 9. Leaning back in chairs (two legs off the floor) 10. Stealing or taking materials that belong to someone else 11. Throwing objects at a pupil while crying or screaming 12. Fighting with others during class 13. Leaving the class during in-session without permission 14. Sleeping in class 15. Asking inappropriate and insincere questions

Often (4)

Sometimes (3)

Seldom (2)

Never (1)

Other behavior problems encountered: (Please specify)

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

III. Factors that Influence the Behavior Problems of the Pupils Directions: Listed below are some factors that influence the behavior of the pupils. Put a check mark () on the column which corresponds to your answer. 5 4 3 2 1 Strongly Agree Agree Moderately Agree Disagree Strongly Disagree (SA) (A) (MA) (DA) (SD)

Factors that Influence the Behavior Problems of the Pupils

SA (5)

A (4)

MA (3)

DA (2)

SD (1)

1.Family structure (e.g. broken, separated) 2. Position in the family (e.g. only child, youngest, only boy/girl in the family) 3. Lack of parents involvement in their studies 4. Exposure to violence in the home or community 5.Unhygienic room condition 6. Boredom and frustration over academic materials 7. Difficulty of the tasks given by the teacher 8. Lack of activities that stimulates pupils interests 9. Grooming and attitude of the teacher towards the pupils 10. Lack of interest in or appreciation for pupils performance 11. Pupils desire to seek attention/approval 12. Pupils yearning to seek power/ authority over others 13. Pupils desire for adventure 14. Pupils deficiency in distinguishing the appropriate and not appropriate behaviors to act 15. Lack of interest in their lesson

Other factors that influenced misbehavior: (Please specify)

______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

IV. Common Practices Utilized by the Teachers in Managing Behavior Problems of the Pupils Directions: Below are some strategies utilized by the teacher in managing behavior problems of the pupils. Put a check mark () on the column which corresponds to your answer. 5 4 3 2 1 Highly Effective Effective Slightly Effective Least Effective Not Effective (HE) (E) (SE) (LE) (NE)
HE (5) E (4) SE (3) LE (2) NE (1)

Strategies 1. Setting school rules and regulations clearly and strictly 2. Praising students work 3. Ignoring misbehavior 4. Making use of hand signal 5. Calling on the child to participate in classroom activities 6. Reminding rules and regulations 7. Intervening of gentle humor in class discussion 8. Applying facial expressions in delivering the lesson 9. Boosting interest through motivation 10. Keeping the pupils busy throughout the whole period 11. 11.Portraying or modeling good behavior 12. Setting conferences with parents regarding their childrens concern 13. Making classroom neat and clean 14. Calling the name of the offender 15. Utilizing time out or thinking time

Other practices used in managing misbehavior: (Please specify)

______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Thank You So Much!

Interview Guide

Questions: Question No. 1 Why do you think Grades I-III teachers are usually ages 46 and above and rarely 25 years old below? How do they differ in terms of their characteristics and personalities? Question No. 2 Why do you think most of Grades I-III teachers are married? Give some basis for your answer. Question No. 3 Based on your opinion, why do you think there is only rare case or no case at all of separated teachers in the service? Question No. 4 Why it is important for Grades I-III teachers to have at least unit in masters program? What are its advantages to the teachers? Question No. 5 What do you think are the reasons why most of Grades I-III teachers are not taking units or degree in doctoral? Question No. 6 Based on your opinion, what do you think are the essential factors considered by the teachers in having long term of teaching experiences? Question No. 7 Do you think teachers having less than 1 year of teaching experiences capable enough in handling Grades I-III pupils? Why or why not? Question No. 8 How do the ages of Grades I-III teachers affect the behavior problems of the pupils such as:

a) b) c) d)

Talking excessively while having class? Blurting out answers when the teacher is asking questions? Annoying others (teasing/name calling)? Leaning back in chairs (two legs off the floor)?

Question No. 9 How does the length of teaching experiences of Grades I-III teachers affect the behavior problems of the pupils such as: a) b) c) d) e) Talking excessively while having class? Blurting out answers when the teacher is asking questions? Annoying others (teasing/name calling)? Leaning back in chairs (two legs off the floor)? Cheating or copying during quizzes and examination?

BEHAVIOR PROBLEMS OF PRIMARY PUPILS IN SELECTED PUBLIC SCHOOLS IN BATANGAS CITY

A Thesis Presented to the Faculty of the College of Education Westmead International School

In Partial Fulfillment Of the Requirements for the Degree of Bachelor of Elementary Education

by: Ebreo, Aiza D. Hernandez, Marie Garce C. Villamayor, Donna B.

February 2011

ADVISERS RECOMMENDATION SHEET This study entitled BEHAVIOR PROBLEMS OF PRIMARY PUPILS IN SELECTED PUBLIC SCHOOLS IN BATANGAS CITY

by: Ebreo, Aiza D. Hernandez, Marie Garce C. Villamayor, Donna B.

And submitted in fulfillment of the requirements for the degree Bachelor of Elementary Education has been examined and is recommended for acceptance and approval for oral examination

_________________________ Dr. Porfirio Ligaya Thesis Adviser

_________________________ Date of Submission

APPROVAL SHEET This study entitled BEHAVIOR PROBLEMS OF PRIMARY PUPILS IN SELECTED PUBLIC SCHOOLS IN BATANGAS CITY

by: Ebreo, Aiza D. Hernandez, Marie Garce C. Villamayor, Donna B.

After having been presented is hereby approved by the following members of the panel

Dr. Sharon D. Aledo Panelist

Dr. Marites D. Manlongat Panelist

Dr. Rolando Lontoc Lead Panelist

Accepted in partial fulfillment of the requirement for the degree Bachelor of Science in Elementary Education

_________ Date

______________________ Dr. Arlene D. Castor Dean, College of Education

ABSTRACT Title: Behavior Problems of Primary Pupils in Selected Public Schools in Batangas City

Total Number of pages: Authors: Ebreo, Aiza D. Hernandez, Marie Garce C. Villamayor, Donna B. Thesis Westmead International School Alangilan, Batangas City

Type of Document: Name and Address of Institution:

Summary This study was undertaken in order to find out the behavior problems encountered by the teachers in selected public schools in Batangas City. Specifically, this study sought answers to the following questions: 1. What are the profiles of respondents in terms of : 1.1. 1.2. 1.3. 1.4. Age Civil Status Highest Educational Attainment Length of Teaching Experiences

2. What are the behavioral problems commonly encountered by the teachers? 3. What are the perceived factors that influence the misbehavior of the pupils?

4. How effective are the strategies utilized by the teachers in managing behavior problems? 5. Is there a significant relationship between the profiles of respondents and the encountered behavior problems? 6. What behavioral activities can be proposed to effectively manage pupils behavior problems?

The descriptive method of research was used in the study utilizing questionnaires as the main data gathering instruments. The researchers also gathered the needed information from books, journals, unpublished materials and the internet. Aside from that, the responses of 107 respondents from selected public elementary schools in Batangas City were utilized. The data collected were tallied, tabulated, interpreted, analyzed and presented in terms of weighted mean, percentage, ranking, and Pearson chisquare correlation. Findings Based on the data, the following findings were obtained. 1. Profile of respondents Twenty-seven or 25% of the respondents fell under the age bracket of 46 and above which ranked as first. Ranked sixth were from the age bracket of 25 years old and below with eight or 7%. Eighty-six or 80% of the respondents were married which ranked first ; and ranked fourth, was

separated wherein it was revealed that no teacher was separated. The

highest educational attainment obtained by most of the respondents was with units in Masters Program with sixty-six or 62%. It was also deduced from the result that there was no teacher who obtained units in Doctoral and degrees in Doctoral. In terms of length of teaching experience, twenty-five or 23% of the respondents have 6-10 years of teaching experience which ranked as first. The respondents with 21 and above years of teaching experience ranked sixth with 3 or 3%. 2. Behavior problems commonly encountered by the teachers The respondents often encountered students talking excessively while having class. It obtained a weighted mean of 3.83 which ranked first among 15 identified behavior problems. The least rated behavior problem encountered by the respondents was writing or destroying intentionally the school property and belongings of others with a weighted mean of 2.04. The composite mean was 2.61, interpreted as sometimes. 3. Perceived factors that influence the behavior problems of the pupils The respondents agreed that lack of parents involvement in their studies was the factor that mostly that influences the behavior problems of the pupils with the highest weighted mean of 4.47. Then, the respondents moderately agreed that the factor that least influences the behavior problems of the pupils was difficulty of the tasks given by the teacher with a weighted mean of 2.87.

The composite mean of 3.53 indicated that most of the respondents agreed with the factors that influence the behavior problems of the pupils. 4. Effective strategies utilized by the teachers in managing behavior problems On the items presented, it was revealed that setting school rules and regulations clearly and strictly obtained the highest weighted mean of 4.50. The least effective strategy was ignoring misbehavior with a weighted mean of 2.87. From the findings, it was revealed by the composite mean of 3.97 that most of the respondents regarded the strategies presented as effective. 5. Relationship to the profiles of respondents and the encountered behavior problems From the results presented, it was shown that in terms of the relationship between the age of the respondents and the behavior problems encountered, the age of the respondents was not significantly related to eleven (11) of the fifteen (15) items and was significantly related to the rest of the items. It was also revealed that threr is no significant relationship between the civil status and educational attainment of teachers and the behavior problems encountered. It was also inferred that the length of teaching experience of the respondents are not significantly related to eleven (11) of the fifteen behavior problems encountered and four (4) of the items are found to be significant.

Based on the results presented by the researchers, it was revealed that majority of the profiles of the respondents have no significant relationship with the behavior problems encountered. Thus, the null hypothesis of the study was accepted. 6. Proposed behavioral activities to effectively manage pupils behavior problems Behavioral activities were proposed to effectively manage pupils behavior problems. The plan includes the behavior problems which obtained significantly related with the profiles of the respondents and the least effective strategies

Conclusion From the findings of the study, the following conclusions were drawn. 1. The majority of the respondents from selected public schools in Batangas City are fell uder the age bracket of 46 and above, and are married. Most of them have taken units in Masters Program and yielded 6-10 years in terms of length in teaching experiences. 2. The most common behavior problem that primary teachers often encountered was talking excessively while having class. 3. The resp0ondents all agreed that the perceived factors that influence the behavior problems of the pupils are lack of parents involvement in their studies, family structure, exposure to violence in the home or community,

pupils desire to seek approval, lack of interest in the lesson and the unhygienic room condition. 4. Setting school rules and regulations is the highly effective strategy utilized by the teachers in managing behavior problems of the pupils. 5. There is no significant relationship between the profile of the respondents and the encountered behavior problems. 6. Behavioral activities were proposed to strengthen the strategies in managing behavior problems of the pupils. Recommendation From the findings and conclusions of the study, the following recommendations are offered. 1. School administrators should set rules and regulations strictly and consistently. They should also attend seminars/workshops in managing behavior problem of the pupils. 2. The proposed action plan may be presented to some expert for their suggestions and comments. 3. A similar study should be conducted to substantiate the present findings.

ACKNOWLEDGEMENT This thesis would not have been realized without the supportive and constructive contributions and influence of the following persons to whom the researchers extend their utmost gratitude and profound acknowledgement. To Westmead International School Administration headed by CEO Ernesto de Chavez, for giving importance to quality education through scholarship grants and other educational opportunities and privileges; To Dr. Marites D. Manlongat, Dean of Academic Planning and International Affairs, for all the enlightenment and encouragement to further work with this study; To Dr. Arlene D. Castor, Dean of College of Teacher Education, for the bright ideas and assistance; To Dr. Porfirio Ligaya, the researchers adviser, for his kindness, patience and understanding in contributing to the success of this study, for his sound pieces of advice and constant guidance to work efficiently; To Dr. Rolando Lontok, the lead panelist, for his valuable comments and suggestions in the revision of this study; To Dr. Sharon Aledo, for her patience in checking the grammar and formalities of this study; To Mrs. Agnes Arellano and Mrs. Realiza Mame for their valuable cooperation in treating the data gathered by the researchers;

To Ms. Rosette Javier, Ms. Retchie Macalalad and Ms. Mhara Natividad Robles for their comments and suggestions in the revisions of the instrument used; To the principals and teachers of the selected public schools in Batangas City, for their warm accommodation and for allowing the researchers to distribute their questionnaires; To all the teacher-respondents for their honest responses and administration of the questionnaires; To the parents of the researchers who at all times show their love and care, for all the financial, emotional, spiritual and moral support and guidance which strengthened them to pursue this study; To their friends and classmates for their endless support and encouragement to make the research work possible; And above all, the researchers give their largest debt of gratitude to Almighty God who showered them bountiful blessing, and who gave them strength, courage and determination to withstand all the challege and difficulties in undertaking this study.