Effectiveness of the online video-feedback intervention to promote positive parenting and sensitive discipline (VIPP-Online): a randomized control trial in Chile.

This study assessed the challenges and successes in implementing Positive Discipline (PD) practices at Pandacan Elementary School, Cebu, Philippines, with the ultimate goal of developing a comprehensive Positive Discipline Implementation Master Plan (PDIMP). The study involved 19 elementary teachers (predominantly female at 94.7%, highly qualified, with 78.9% holding Master s-level education, and moderately experienced) and 45 Grade Six pupils (mostly 11 years old, with 75.56% demonstrating satisfactory conduct). Quantitative data collected via Likert scales showed that teachers Strongly Agreed with their high level of implementation across all five core dimensions, with the Overall Weighted Mean (OWM) consistently exceeding 4.47 in areas such as Encouraging Mutual Respect (OWM=4.69) and Using Clear and Consistent Expectations (OWM=4.67). Similarly, pupils Strongly Agree with the program's success, noting significant improvements in Improved Classroom Behavior and Increased Self-Discipline. The study found no statistically significant difference in perceived success based on a pupil's prior conduct grade, suggesting equitable program impact. However, the core challenge identified was a disparity between teacher capacity and student needs, specifically inconsistent, non-standardized PD for teachers and a need for greater support in managing large class sizes and complex student self-regulation issues. Based on these findings, the study culminates in the PDIMP, which recommends mandatory, continuous professional development focused on advanced application, mentorship, and the integration of Social-Emotional Learning (SEL) to ensure the program's long-term sustainability and maximize its positive impact.

This study examines the methods employed by school principals to promote constructive discipline via the restitution triangle in public elementary schools within the Tangse District of Pidie Regency. Data were acquired through observations, semi-structured interviews, and document analysis involving principals, teachers, students, and parents, utilizing a qualitative field study approach. The results demonstrate that the execution of the restitution triangle is still in a nascent and disjointed phase. Principals have commenced restorative procedures via reflective discussion and coaching; however, these initiatives lack consistency and have not yet been properly assimilated by teachers. Conventional punitive disciplinary methods prevail, indicating a restricted comprehension of restorative ideas. Notwithstanding these limitations, initial beneficial outcomes were observed, such as increased timeliness, heightened professional accountability, and improved communication among educators. Significant obstacles are inadequate professional development, ineffective supervisory systems, and a school culture that lacks comprehensive alignment with restorative principles. The study illustrates that the restitution triangle serves as an effective and humane framework for enhancing positive discipline in elementary schools, contingent upon ongoing leadership commitment, systematic capacity development, and a collaborative school culture

Social–emotional development in early childhood lays the groundwork for school readiness, healthy relationships, and long-term well-being. Parents play a pivotal role in this process, shaping children’s emotional awareness, regulation, and social competence through everyday interactions. This literature review synthesizes evidence from 74 peer-reviewed studies to evaluate nine evidence-based parenting interventions targeting parents of preschool-aged children. The programs were analyzed with respect to their objectives, theoretical foundations, components, and the resulting outcomes for both parents and children. Across interventions, consistent benefits emerged in children, including improved emotion recognition, regulation, empathy, and prosocial behavior, as well as reductions in internalizing problems. Parents also gained in confidence and positive discipline practices. Key elements linked to effectiveness included active parent skill-building (such as modeling, role play, and guided practice), structured parent–child interactions, multi-component designs integrating home and school contexts, and flexible delivery formats that adapt to family needs. These findings underscore the critical role of parenting interventions as an evidence-based method to enhance preschoolers’ social–emotional development.

Successful implementation of positive discipline strategies in elementary schools play a crucial role in promoting respect, responsibility, and strong interpersonal relationships among students. As a result, students are encouraged to develop self-regulation, empathy, and problem-solving skills essential competencies for academic achievement and lifelong personal development. This study investigated the role of school administrators in implementing positive discipline strategies in elementary schools of the Buenavista II District, Schools Division of Bohol for the school year 2025–2026, employing a “descriptive research design” to examine administrative leadership, teacher performance, and implementation challenges. A total of 37 respondents 32 teachers and 5 administrators from five public elementary schools participated, providing quantitative survey data and qualitative insights. Results revealed that administrators were perceived to have strongly achieved objectives in fostering respect, responsibility, and student well-being, with high ratings across achievement of objectives (M=4.67), implementation of activities (M=4.45), and home-school collaboration (M=4.56). Teacher performance, based on Individual Performance Commitment and Review (IPCR) ratings, was “Very Satisfactory” (M=4.04), and statistical analysis showed a strong positive correlation (r=0.82, p<0.001) between the level of positive discipline implementation and teacher performance. While administrators demonstrated substantial success through training, resource provision, and proactive monitoring, areas such as school-wide discipline campaigns, parental engagement, and resource allocation required further enhancement. Key challenges included student resistance, insufficient training on practical strategies, limited resources, and inconsistent parental involvement. The findings underscore that effective administrative leadership significantly strengthens positive discipline adoption, translating to improved teacher performance and school climate. The study recommends sustaining current best practices while intensifying parent-focused programs, expanding capacity-building efforts, improving resource support, and institutionalizing monitoring mechanisms to ensure consistent, culturally responsive, and sustainable discipline practices across the district.

Lack of parental sensitivity and inappropriate disciplining behaviors are known risk factors for child externalizing behavior. The Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) is an evidence-based parenting program targeting families with children aged 1-6 years. This study explores experiences of intervention-specific facilitators and barriers to change in VIPP-SD among parents of preschool-aged children with externalizing behaviors. Hereby, the study aims to enhance our understanding of elements supporting change and experienced relevance, and possibilities for future adaptations. Individual qualitative semi-structured interviews were conducted with nine mothers and two fathers living in Denmark following participation in VIPP-SD delivered by trained childcare professionals. Data were analyzed using reflexive thematic analysis. The findings demonstrate how the video feedback and the educational content were experienced as key facilitators of change, alongside the intervener's professional and relational competencies. An experienced barrier to change was an absence of recordings of challenging situations and a lack of sufficient guidance in this regard. Further it was experienced negatively that both parents were not equally involved in the intervention. These findings can guide future adaptations of VIPP-SD, clinicians delivering VIPP-SD as well as the development of parenting interventions aimed at supporting similar groups.

The Government of Pakistan has introduced a child protection policy called Maar Nahi Pyar with the objective to achieve a more facilitating teaching environment by eliminating corporal punishment. This policy was codified in Khyber Pakhtunkhwa (KP) in the form of the Child Protection and Welfare Act of 2010 which became a radical breakthrough in disciplinary measures in schools. This qualitative study explores the unanticipated effects of the policy on the academic performance, behavior of students and the maintenance of discipline in the classroom in government and private high schools. Semi-structured interviews were conducted with 15 teachers, 15 parents. Thematic analysis demonstrated both academic participation and the moral behavior of students were perceived to have deteriorated with the introduction of the policy. According to teachers, there was more disruption in the classroom, less homework, and students lacked a serious attitude towards academics. Where teachers shared frustration due to limited disciplinary tools. The parents had mixed views; some thought the policy was a good move toward protecting the emotional wellbeing of children, but others noted that disciplinary actions, which should be structured, were necessary to hold children accountable in terms of academics. The findings demonstrate the necessity of culturally competent positive discipline systems, teachers’ capacity building, and community involvement to make the policy both effective and affordable without undermining the quality of education.

This study reviews the paradigm shift in classroom management in elementary schools from a control approach to collaboration through positive discipline. Until now, classroom management practices have been characterized by teacher domination, unilateral rule-setting, and discipline enforcement based on punishment and reward-punishment systems. Findings from a case study at a public elementary school in Sukabumi Regency show that the control approach is still very strong, especially in upper grades, which impacts low student participation, initiative, and self-confidence. However, in lower grades, positive discipline has begun to be implemented, where teachers involve students in rule-making, emphasize dialogue, reflection, and reinforcement of good behavior. This shift reflects a paradigm change from behaviorism to humanism and critical education, which views students as active and equal subjects. The implication of these findings is the need for teachers and schools to adopt collaborative and positive discipline approaches to create a more humanist, democratic, and character-oriented learning environment. Institutional support and ongoing training are key to the successful implementation of this change.

Student attendance is considered one of the important indicators of the success of the learning process in schools. A decline in attendance can affect academic achievement, discipline, and students' social development. This study aims to describe the school's strategies to improve student attendance at SMA Nurul Khoir Jambi. The study uses a qualitative approach with a descriptive research type. The research subjects include the principal, classroom teachers, students, and parents who were selected purposively. Data were collected through in-depth interviews and documentation, while data were analyzed using the interactive model of Miles, Huberman, and Saldana with source documentation to ensure data validity. The research results indicate that low student attendance is influenced by internal factors of the students, pedagogical factors, as well as external factors related to parental involvement. The strategies implemented by the school include daily attendance monitoring, guidance through individual counseling, the application of positive discipline, and enhancing communication and collaboration with parents. Teachers, especially those responsible for the class, play an important role in early detection and student support, while the principal is involved in subsequent policy-making. The study concludes that collaborative, humanistic, and sustainable strategies can gradually improve student attendance

The practice of fasting and prayer has long been a part of Christian worship rituals, believed to promote the spiritual growth of believers. However, even positive spiritual disciplines can become negative when misunderstood. This error dates back to biblical times, when God rebuked Israel's fasting and prayer (Isaiah 58). Jesus also repeatedly touched on the importance of fasting and prayer properly. Therefore, this article aims to examine the various errors in the practice of fasting and prayer that believers need to be aware of. The method used is a qualitative literature review approach. The conclusion reached is that fasting and prayer can be misguided if done without repentance. Fasting and prayer are also not a guarantee of salvation. Therefore, the practice of fasting and prayer truly requires a clear purpose, with a desire to draw closer to God, and as an expression of faith and dependence.

This community service program aims to promote positive discipline among elementary school students by fostering the habit of performing Dhuha prayers in congregation. The method used is a participatory approach, with teachers actively assisting students, and photo documentation is used as observation material during the activities carried out directly in the school environment. This activity is participated in by all students from grades 1 to 6. The results of the activity show an improvement in student discipline, especially in punctuality, personal and environmental cleanliness, and polite and orderly behaviour during Dhuha prayers. In addition, students become more aware of their spiritual and religious responsibilities at school. Through the routine practice of worship, this activity can also strengthen the relationship between teachers and students and create a religious and conducive learning atmosphere. This program is expected to be implemented continuously with the support of the school and teachers to cultivate a positive discipline culture and religious character in students from an early age. In addition, the habitual practice of performing congregational Dhuha prayers also serves as a means for comprehensive character development of students, instilling values of responsibility, obedience to rules, cooperation, and exemplary behaviour through religious activities carried out together in the school environment.

Annotation: This article examines the impact of discipline in the educational process on student success from various perspectives. It examines the school environment, pedagogical approaches, family upbringing, and personal responsibility, and how students' interest in learning, behavior, and results are monitored and improved. The study provides in-depth coverage of psychological factors, the positive and negative consequences of discipline, as well as real-life examples. Also, classroom management strategies, appropriate approaches to incentives and punishments, the formation of self-management skills, and peer competition increase, which further increases students' interest in studying. This article proposes strategies for making the educational process more effective by increasing discipline, psychological support, parental and school support, development of teachers' communication skills, and positive discipline methods. It also discusses the consequences of excessively strict or incorrect application of discipline, which include stress, decreased motivation, and social exclusion. The article emphasizes the importance of an interdisciplinary approach that combines the disciplines of pedagogy, psychology, and sociology, and demonstrates its importance in ensuring the success of disciplined students through case studies from different educational settings.

Student indiscipline remains a persistent challenge in many public secondary schools in Tharaka-Nithi County, undermining academic progress, disrupting learning environments, and increasing the financial burden associated with repairing damaged school property. While multiple factors contribute to student behaviour, teacher support has increasingly been recognized as a critical determinant of learners’ discipline and overall school adjustment. This study examined the effect of teacher support on students’ discipline in public secondary schools in Tharaka-Nithi County. Guided by Invitational Theory, which emphasizes the role of supportive interpersonal relationships in shaping positive student outcomes, the study adopted a convergent parallel mixed-methods design. The target population comprised students, teachers, and principals from public secondary schools in the county, from which a sample was selected using stratified, systematic, and purposive sampling techniques. Data were collected using questionnaires for students and teachers and interview schedules for principals. The reliability coefficients for student and teacher questionnaires were 0.831 and 0.731, respectively, indicating high internal consistency. Quantitative data were analyzed using descriptive statistics and simple linear regression, while qualitative data were analyzed thematically. The findings revealed that teacher support had a statistically significant effect on students’ discipline, indicating that learners who perceive their teachers as caring, approachable, fair, and academically supportive are more likely to exhibit positive behaviour and comply with school rules. The study concludes that strengthened teacher–student relationships play a vital role in fostering disciplined learning environments. It recommends that schools invest in teacher mentorship programmes, continuous professional development on positive discipline strategies, and policies that promote supportive and empathetic teacher–student interactions to enhance discipline in public secondary schools.

This study examined the specific classroom management practices in private Catholic schools, emphasizing the integration of academic excellence with moral and spiritual formation. Using a descriptive phenomenological design, 12 teachers from the Diocese of Laoag Catholic Educational System shared their experiences through open-ended online questionnaires. Thematic analysis revealed five key practices: integration of faith and values, positive discipline, consistent structure, modelling of Christian virtues, and collaboration with parents and support staff. Challenges included student behavioral issues, balancing discipline with compassion, engaging students in faith activities, conflicting values with parents, and environmental constraints. The study concludes that effective classroom management in Catholic schools requires structured, faith-centered approaches supported by professional development and strong institutional and home–school partnerships.

The article provides a thorough analysis of the problem. The essence of the concepts of "social-emotional learning", "safe educational environment", "supportive educational environment" is revealed. The role of social-emotional learning in creating a safe and supportive educational environment in primary school is determined. It was found that the integration of socio-emotional learning into the educational process meets the requirements of the New Ukrainian School, promotes the formation of self-regulation, empathy, cooperation skills and responsible decision-making, significantly increases the academic performance of students, reduces the level of conflict and improves psychological well-being. The results of scientific and theoretical analysis and practical examples of effective strategies for developing socio- emotional competencies of primary school students are presented: “emotional minutes”, morning meetings, positive discipline, partnership interaction with parents, digital tools of emotional support. It is noted that the introduction of elements of socio-emotional learning in primary school contributes to the harmonious combination of pedagogical, psychological and social factors, ensuring the formation of a holistic personality adapted to modern challenges. The purpose of the study is to theoretically substantiate and determine the role of social-emotional learning as a key factor in creating a safe and supportive educational environment in elementary school. Research methods - analysis and synthesis method, systemic method, generalization method. It was concluded that the systematic implementation of socio-emotional learning increases the psychological resilience of primary school students, improves the quality of interaction in the educational environment, and provides conditions for their successful academic and social adaptation in the face of modern challenges.

This study aims to analyze learning approaches, disciplinary culture, and character development strategies in elementary education in Japan and Indonesia through a comprehensive literature review. Using a literature review research design, data were obtained from national and international journals, academic books, educational organization reports, and relevant previous research findings from the past ten years. The findings indicate that Japan has successfully implemented active, collaborative, and contextual learning integrated with school routines, thereby shaping students' character through direct experience. In contrast, Indonesia, which has adopted a competency-based curriculum, still faces challenges such as pedagogical consistency, disparities in teacher quality, and a weak school culture that supports active learning and character education. In terms of discipline, Japan implements an approach based on collective responsibility and self-regulated behavior, while Indonesia is still in the transition process towards positive discipline that focuses on strengthening social-emotional competencies. Gap analysis reveals differences in the integration of learning, character, and school culture that impact the effectiveness of elementary education in both countries. This study presents a novelty in the form of mapping the state of the art that shows the relationship between learning approaches and character development in an international comparative context.

Maternal temperament and parenting practices as predictors of children's behavior problems.

Improving teacher performance remains a major challenge in the education sector, especially when resources are limited. This study aims to analyze the direct and indirect effects of motivation, discipline, and work environment on teacher performance through organizational commitment as a mediating variable. The research used a quantitative approach with a census method involving all teachers in one educational institution. Data were collected through questionnaires and analyzed using Partial Least Squares Structural Equation Modeling with SmartPLS software. The results show that motivation, discipline, and work environment have significant positive effects on organizational commitment and teacher performance. Organizational commitment also significantly mediates the relationship between the three independent variables and performance, with partial mediation occurring in each path. The model explains 59.8 percent of the variance in commitment and 67.4 percent of the variance in teacher performance. These findings confirm that efforts to improve teacher performance will be more effective if schools first strengthen teachers’ sense of dedication and loyalty. School leaders are recommended to develop integrated programs that simultaneously enhance motivation, maintain positive discipline, and create a supportive work environment. This approach is expected to produce sustainable improvements in the quality of learning and overall school achievement.

This research aims to determine the school's strategies in improving student discipline at MTs Al Mukhtar Adipala Cilacap. This research method uses a qualitative approach. Data collection techniques used are observation, interviews, and documentation. Triangulation is conducted to obtain data validity. Data analysis techniques use the Miles and Huberman and Saldana model which includes data collection, data condensation, data presentation, and data verification. The research results show that the school's strategies in improving student discipline through discipline development at MTs Al Mukhtar start from the madrasah introduction period which is carried out at the beginning of the academic year, enforcement of madrasah rules, discipline in wearing uniforms, arriving on time, and attending teaching and learning activities according to schedule, supervision activities, religious activities, counseling activities, student leadership activities, and the Anti-Bullying Education Program. In addition, the existence of positive discipline in learning becomes an effort to integrate the cultivation of discipline character through the learning process. Modeling, habituation, and reward and punishment methods are effective methods in improving students' discipline character.This research aims to determine the school's strategies in improving student discipline at MTs Al Mukhtar Adipala Cilacap. This research method uses a qualitative approach. Data collection techniques used are observation, interviews, and documentation. Triangulation is conducted to obtain data validity. Data analysis techniques use the Miles and Huberman and Saldana model which includes data collection, data condensation, data presentation, and data verification. The research results show that the school's strategies in improving student discipline through discipline development at MTs Al Mukhtar start from the madrasah introduction period which is carried out at the beginning of the academic year, enforcement of madrasah rules, discipline in wearing uniforms, arriving on time, and attending teaching and learning activities according to schedule, supervision activities, religious activities, counseling activities, student leadership activities, and the Anti-Bullying Education Program. In addition, the existence of positive discipline in learning becomes an effort to integrate the cultivation of discipline character through the learning process. Modeling, habituation, and reward and punishment methods are effective methods in improving students' discipline character.

The lack of access to learning in schools leads to a decline in children's interest in studying. This has become a problem experienced by the children of Dusun Bulaya, Ilan Batu Uru Village, West Walendrang District, Luwu Regency, South Sulawesi Province. As a result, many children drop out of school. The lack of guidance and counseling at home and in school causes a decrease in children's motivation to continue learning. This issue underlies the activities that will be carried out by the community service program; these activities are conducted to educate and shape children's character so that they become more independent and optimal during their early educational years. Early childhood education plays an important role in forming the foundation of children's character and academic abilities. This study aims to explore the effectiveness of tutoring and counseling programs in improving the quality of education and the character of children at TK KRISTEN SETIA Bulaya. The method used is a descriptive qualitative approach, with the technique Observation, interviews, and documentation are used as data collection instruments. The research results indicate that tutoring programs can enhance students' basic academic understanding, while counseling services help develop positive attitudes, empathy, and discipline from an early age. Collaboration between teachers and parents is key to the success of this program. In conclusion, the integrated combination of tutoring and counseling significantly contributes to improving the quality of education and the character development of kindergarten children.