Order, Safety, and Student Discipline: An Evaluation of Committee Effectiveness Amid Rising Student Cases

Abstract

This study evaluated school committee effectiveness in managing rising student behavioral issues. Utilizing a sequential explanatory mixed-methods approach, it combined quantitative surveys from 77 school personnel with qualitative interviews from ten students and five teachers.

Findings indicated that while committees had successfully transitioned toward “Positive Discipline”—prioritizing counseling, parental involvement, and community service over punitive measures—significant structural gaps persisted. Quantitatively, the greatest burden was an increased workload, which contributed to burnout among mid-career professionals. Conversely, the lowest-rated area was the effectiveness of technological monitoring and formal reporting systems. Qualitatively, primary challenges included resistance to authority and external security threats, such as gangs near the school perimeter. Statistical analysis via Pearson correlation showed no significant link between the impact of discipline cases and strategic success, suggesting that rising case volumes did not inherently dictate intervention outcomes.

The study concluded that the shift toward restorative justice was culturally accepted but technically unsupported, hindered by the lack of a structured digital reporting framework. Recommendations included implementing a comprehensive digital student profiling system, strengthening partnerships with local barangay officials for perimeter security, and providing staff with specialized de-escalation training. By bridging the gap between restorative philosophy and modern infrastructure, school committees could more effectively maintain safety and order.