BEHAVIOR MODIFICATION PRACTICES OF INTERMEDIATE TEACHERS AMONG ALABAT, PEREZ AND QUEZON, QUEZON DISTRICTS

The current research focused on the behavior modification practices of intermediate teachers in Alabat, Perez, and Quezon, Quezon Districts. Using descriptive research, 151 teachers were randomly selected from the population. Survey questionnaires were personally administered to gather data on behavior modification practices and factors affecting them. Significant difference in their responses were also determined. Frequency, weighted mean, t-test and ANOVA were used as statistical treatments. Results showed that the behavior modification practices of intermediate teacher in terms of learner-teacher relationship was to create an open learning environment where different opinions are equally respected. In terms of disciplinary actions, the teachers try to contact the learner’s parents to report the misbehavior. In terms of motivation and modifications, individualized routines are established for learners whose attention spans are limited or who are unable to sit for longer blocks of time. Factors affecting the behavior modification practice of teachers are the diverse types of learners. When grouped according to their demographic profile, the teacher respondents’ perceptions on the factors affecting behavior modification practices were found to be significantly different when their educational attainment is considered. On the other hand, their perceptions in terms of sex, age, rank, and length of experience did not vary which means these demographic variables did not have a significant effect on their perceptions on behavior modification practices.