Values education teachers’ approaches to student discipline: Striking a balance between authority and compassion

Abstract

This study explored how Values Education teachers in the Philippines manage student discipline and the challenges they face in balancing authority and compassion. Specifically, it examined the strategies teachers employ, the constraints encountered, and the implications for promoting moral and behavioral development among learners. Using a qualitative descriptive design, data were collected through interviews with ten Values Education teachers, focusing on their lived experiences in maintaining classroom discipline. The findings revealed that teachers predominantly use positive reinforcement, establish clear rules and expectations, maintain consistent routines, and implement fair consequences to promote desirable behavior. However, balancing authority with compassion remains challenging due to factors such as misinterpretation of empathy as leniency, maintaining firmness while showing understanding, emotional and mental fatigue, and external influences from learners and parents. The study highlights the importance of compassionate yet structured discipline in fostering moral responsibility, self-regulation, and respectful teacher-student relationships. These insights contribute to the growing body of knowledge on humane classroom management, emphasizing the integration of empathy and authority in Values Education. Recommendations include professional development programs on reflective and culturally responsive discipline practices, institutional support for teachers’ emotional well-being, and future studies on scalable frameworks that balance moral guidance with effective classroom control.