FROM COMPLIANCE TO CHARACTER: EVALUATING THE EFFECTIVENESS OF SCHOOL DISCIPLINE ON STUDENTS’ BEHAVIOR
DOI:
https://doi.org/10.71146/kjmr863Keywords:
school discipline, student behavior, character education, Regulatory Compliance, restorative practicesAbstract
Discipline in the school is a significant issue in building the behavior of students and school climate, but the traditional methods have mostly focused on the compliance through punitive actions. This research paper has analyzed the success of school discipline methods in shaping the behavior of students with special attention to the change of compliance-based school discipline to character-based and restorative disciplinary practices. The research design used was a descriptive quantitative research design. The study population included high schools in the Province of Punjab, Pakistan. The multistage random sampling technique was used to select one of the districts and 30 higher secondary schools were randomly selected. A structured questionnaire was used to collect the data of the 480 teachers and administrators. The SPSS was used to analyze the data by descriptive statistics, reliability analysis, Pearson correlation, and multiple regression. The results also indicated that character-based discipline and restorative practices had a high and significant predictive value on the achievement of behavioral results in students, but the influence of compliance-based discipline was relatively weak. The research has concluded that the discipline methods that have a focus on character building, reflections, and mediation of relationship are more efficient to enhance positive and lasting student behavior rather than punitive strategies. The research suggests that the schools implement the developmental and restorative discipline models to ensure that the discipline activities are in relation to the overall educational objectives of the schools.
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References
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• Matheson, A. S., & Shriver, M. D. (2005). Training teachers to give effective commands: Effects on student compliance and academic behaviors. School Psychology Review, 34(2), 202-219.
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Copyright (c) 2026 Hira Atiq, Dr. Mobeen Ul Islam, Hafiz Muhammad Arshad (Author)
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