The disciplinary style of teachers helps facilitate and achieve an operative and meaningful teaching-learning process. This study discussed the level of disciplinary styles, teaching styles, self-regulation, and the teaching performance of the teachers in Saint Michael College of Caraga. The researcher used a universal sampling with 65 participants. The study used three instruments adopted from three different authors, namely: Bluestein’s (2012) Your Discipline Philosophy: Teachers Self-Assessment, Grasha-Reichmann’s (2016) Teaching Style Survey, and Erickson et al. (2016) Self- Regulation Formative Questionnaire. Mean, and standard deviation treated the quantitative data while Pearson-r determined the correlation between the disciplinary styles, teaching styles, and self-regulation, and teaching performance. The findings revealed that the participants have a “high†level of disciplinary styles, teaching styles, and self-regulation. Furthermore, the participants have a high level of teaching performance with the descriptive value of “Very Satisfactory.†Lastly, the study revealed no significant relationship between the disciplinary styles, teaching styles, and self-regulation of the participants and their teaching performance.
ISSN 2008-0601 (Online)
ISSN 2008-0598 (Print)
Philippine E-Journals
