The analysis of situational positive discipline strategies by positive discipline awarded teachers

Yu Yen Lu, Hsiang Yi Wu*, Hsueh Chih Chen, Hsiu Ling Lin, Yu Lin Chang

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)


The purpose of this research was to investigate how positive discipline awarded teachers use effective strategies in disturbing discipline situations. There were two studies in this research. The first study collected discipline situations from a purposive sample of 30 teachers who teach in junior high schools with questionnaires, and identified top three disturbing discipline situations as: (a) disbehaviors in class and other repeated disbehaviors, (b) lower willingness to learn, and (c) disputements between peers. Based on the findings of the first study, the second study collected discipline strategies from 27 teachers who won the Positive Discipline Award with open-ended questionnaires. It was found that the most effective strategies in the top three disturbing discipline situations were: (a) use regulation effectively, (b) use counseling skills to solve problems, (c) instruct students to take responsibility for the consequences of their misbehaviors and accept discipline, (d) be a role model for students and use teaching skills effectively, (e) exert peer influence, (f) make good use of supporting systems, and (g) track afterward. Finally, a process chart of positive discipline was developed, concrete suggestions for teachers and education authorities were provided, and directions for future studies were discussed.

Original languageEnglish
Pages (from-to)159-184
Number of pages26
Issue number2
Publication statusPublished - 2016 Jan 1


  • Discipline situation
  • Junior high school teachers
  • Positive discipline
  • Positive discipline strategy

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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