Abstract This study investigated the relationship between teachers’ implementation of positive discipline, classroom management strategies, and pupils’ academic performance in public elementary schools within the Pila Sub-Office, Laguna. Grounded in Bandura’s Social Learning Theory, Restorative Justice Practices, and Vygotsky’s Sociocultural Theory, the research examined how discipline practices and classroom management jointly influence learners’ academic outcomes. A quantitative correlational design was employed involving 118 intermediate-level teachers selected through simple random sampling. Data were collected using a validated researcher-made questionnaire and analyzed using descriptive statistics and regression analysis. Findings revealed very high levels of implementation of positive discipline and classroom management strategies. Learners’ academic performance was generally high, with most achieving Very Satisfactory and Outstanding ratings. Regression results showed that both positive discipline and classroom management significantly influenced academic performance. However, findings are interpreted within the limitations of correlational design and contextual scope. The study concludes that integrating positive discipline with effective classroom management enhances academic outcomes and recommends sustained professional development and future mixed-method investigations. Keywords: Positive discipline; classroom management; academic performance; elementary education; teacher practices
Arellano et al. (Mon,) studied this question.