Discipline Policy Implementation and Its Relationship to Classroom Management Efficiency: Basis for A Policy Brief

This study aimed primarily to examine the relationship between school discipline policy implementation and the classroom management efficiency of teachers at King’s College of the Philippines – Bambang, Inc. By focusing on a faculty profile characterized by early-career educators, the research sought to understand how the clarity, fairness, and consistency of school rules influence a teacher's daily ability to maintain a productive and orderly learning environment. Using a descriptive-correlational research design with 25 high school teachers, the findings showed that while educators demonstrate a high level of management efficiency (M=3.70), their success is closely tied to how effectively policies are implemented. Although staff recognized fairness as a strength within the institution, a lack of procedural clarity emerged as a significant challenge. The study found a moderate positive correlation ($r=.476$, $p=0.016$) between policy implementation and management efficiency, suggesting that when teachers have clear, consistent guidelines, their confidence and classroom effectiveness increase. To address these gaps, the study concludes that school order is most effective when administrators prioritize support and transparent rules. The research proposes implementing a "Policy Brief" to better equip teachers with restorative and practical disciplinary tools. This initiative aims to bridge the gap between written policy and classroom practice, ensuring educators have the procedural support needed to foster a disciplined yet supportive school culture.