Impact of Positive Behavioral Interventions on Student Behavior: Basis for Enhancing School Discipline Programs

Positive Behavioral Interventions (PBIs) aim to promote positive student conduct through structured strategies such as clear expectations, consistent reinforcement, and targeted support. They foster a respectful and supportive school climate, reduce disruptive behaviors, and enhance academic engagement. This study examined the extent of PBI implementation and its relationship with student behavior in the Tangcal District, Division of Lanao del Norte. A descriptive-correlational research design was used, involving 142 teacher-respondents. Data were gathered through a structured questionnaire adapted from the School-Wide Evaluation Tool (SET) and the Behavioral and Emotional Rating Scale (BERS-2). Statistical tools included mean, standard deviation, and Spearman’s Rho correlation. The extent of PBI implementation was rated high (M = 3.85), with Behavior Monitoring and Feedback receiving the highest mean (3.93). Student behavior was also rated high (M = 3.86), with Peer Interactions scoring highest (3.91). Spearman’s Rho analysis revealed a weak and non-significant correlation between PBI implementation and student behavior (ρ = -0.116, p = 0.168). Findings indicate consistent application of PBIs and generally positive student behavior. However, the absence of a significant statistical relationship suggests that factors beyond PBIs—such as parental involvement, socio-emotional factors, or community influences—may also affect student behavior. While PBIs and student behavior both scored highly, their statistical link was insignificant. Schools should maintain current PBI practices while integrating complementary strategies and expanding behavioral support systems.