Documentation Practices in Monitoring Learners’ Behavioral Challenges: Positive Guide for Desirable Behavior
DOI:
https://doi.org/10.65339/ijsis.V1.I2.105Keywords:
Behavioral Challenges, Child Protection, Documentation Practices, Positive Behavior Management, Positive Guide for Desirable Behavior, School Environment, Systematic MonitoringAbstract
This study assessed documentation practices in monitoring learners’ behavioral challenges in six public elementary schools in Zone 3, Guindulman District, Division of Bohol, as basis for developing a Positive Guide for Desirable Behavior. Anchored on Operant Conditioning Theory, Choice Theory, Positive Behavioral Interventions and Supports, Assertive Discipline Theory, and School Climate Theory, the study employed a quantitative descriptive-correlational design supplemented by a qualitative component. A structured, adapted questionnaire was administered through Google Forms to 53 education professionals comprising 42 teachers, five Master Teachers, and six school heads. Frequency, percentage, mean, standard deviation, Pearson Product-Moment Correlation, and thematic analysis were used to analyze the data. Learners’ behavioral challenges were generally sometimes manifested, with distractive behavior emerging as the most noticeable concern, particularly unnecessary noise and classroom disruptions. Documentation practices were generally assessed positively, although follow-up and monitoring and timeliness required further attention. A weak positive but statistically non-significant relationship was found between learners’ behavioral challenges and documentation practices (r = 0.175, p = 0.209), indicating that documentation practices did not significantly vary according to the frequency of behavioral challenges. Major documentation concerns included limited time, heavy workload, insufficient training, inconsistent documentation, inadequate follow-up and monitoring, and limited administrative support. The study recommends implementing the Positive Guide for Desirable Behavior, supported by standardized documentation procedures, timely recording, systematic monitoring, continuous training, administrative support, and stakeholder collaboration. The study supports SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions) by promoting safe, supportive, accountable, and learner-centered school environments. Its sustainability impact lies in strengthening systematic documentation, positive behavior management, policy implementation, evidence-based decision-making, learner protection, and home-school collaboration.
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